

'■ 



Combined 



MB 



GE LESSO 



GlNN & C 







wt 



LIBRARY OF CONGRESS. 

©%ap §ojujrt$f %. 

Shelf ...LBlJU- 




UNITED STATES OF AMERICA. 



COMBINED 



Number and Language Lessons 



CONTAINING 



EIGHT HUNDRED ORAL AND 
WRITTEN LESSONS. 



BY 



F. B. GINN and IDA A. COADY. 



Eearijer's Station, 






BOSTON: 

GINN AND COMPANY. 

18§6. 



Entered, according to the Act of Congress, in the year 1886, by 

F. B. Ginn and Ida A. Coadt, 

in the Office of the Librarian of Congress, at Washington. 



Typography by J. S. Cushing & Co., Boston. 



PREFACE. 



~V7^EARS of careful observation have convinced the 
-*- author that very few pupils, even in the better 
class of schools, learn to add and subtract readily and 
accurately. 

The method of teaching several processes at the same 
time is largely responsible for this imperfect manner in 
which the pupils calculate. When their attention is 
changed so frequently from one process to another, 
nothing is clearly fixed in the mind. 

Only forty-five combinations, of two figures each, 
can be made with the nine digits. Therefore these 
combinations can and should be so thoroughly learned, 
that the sum of any two numbers in column will be 
known at sight, as the words dog, cow, etc., are read, 
with no thought of the letters composing them. 

After one has learned to count and write the nine 
digits, the easiest number work is to learn the sum of 
two numbers. Addition should be learned first, for the 
reason that it is required in all other processes. 

It is the object of the following lessons to show how 
addition should be taught, both for the purpose of sav- 
ing the time of the learner, and that there shall be no 
hesitation or doubt about the sum of any two numbers. 

An oral, and also a written, lesson, with full direc- 
tions for the teacher, are prepared for each school day 



4 NUMBER LESSONS. 

in the year, by which provision all the pupils in the 
same grade are required to do the same work, at the 
same time, and in a similar manner. Such uniformity 
of work is very important in the graded school, in which 
transfers must frequently be made, and pupils go from 
several rooms to form a class in a higher grade. 

The school work is also better graduated by these 
lessons than it can be when the teacher prepares lessons 
for her class from day to day. 

When pupils know the sum of any two digits, and 

1 9 
also know what two numbers make any sum from 1 to 9, 
i.e., from two to eighteen, they will know the difference 
between any two numbers, for the difference between 
any two numbers is the number which, added to the 
smaller, will make the larger number. The pupil is 
taught by these lessons to think just what, in subtract- 
ing, he is required to do, and just what the definition 
of subtraction calls for, namely, to supply the number, 
which, added to the smaller, will make the larger. The 
cashier, in making change, does not subtract in the 
common sense, but he returns to the payer an amount 
which, added to the amount he retains, will make the 
original sum paid him; or, he adds to the smaller 
amount enough to make the larger. 

Required to find the difference between nine and 
9 
five. That is : — 5. When the pupil is taught to think 
five from nine, the five is not taken from the nine, but 
a number is written below the line, which goes with the 
five to make nine. The pupil, in the present work, is 
taught that nine is in two parts, that five is one of the 



NUMBER LESSONS. 5 

parts, and that he is to write the other part below the 
line. This he does instantly, and without calculating, 
for he knows what number goes with five to make nine. 
That which is positively known is instantly and accu- 
rately recognized. When addition has been rightly 
learned, subtraction is but the work of a few lessons 
in writing differences. 

Much time is lost in the study of Arithmetic, when 
pupils calculate slowly, and make frequent errors, for 
many of their examples are slowly worked two or three 
times over, the process meanwhile being correct. If 
pupils calculate rapidly, they need not perform exam- 
ples in order to learn to cipher, but they cipher only to 
solve problems. 

Careful observers agree that very few graduates from 
the schools can go into the counting-room and do an 
average day's work in adding columns of figures ; and 
this, notwithstanding one-fourth of their time for many 
years has been spent in the study and use of numbers. 
Inasmuch as there are but forty-five columns, of two 
figures each, and only seventeen different words are 
required to express their sums, it must be that the 
method of instruction, and not the amount of matter 
to be learned, is the cause of the difficulty. 

Signs should not be used in the practice of addition 
and subtraction, because they are never so used in 
ciphering, and when used in practice, five words or 
thoughts are necessary in adding two numbers, viz,, 
four plus five equal nine ; i.e., four and five are nine. 

4 
The normal form for addition is the column, thus : 5, 
and this is one way of writing nine, and should be 



6 NUMBER LESSONS. 

known as nine just as the word nine is read with no 
thought of the letters. But when the pupil thinks, 
"five and four are nine," he is forming the habit of 
using a sentence of five words where but one word is 
needed. One will never learn to see the sum by naming 
or thinking the figures, any more than he can learn to 
read intelligently by always spelling out the words, and 
thus making the letter, instead of the word, the unit of 
thought. 

After the pupils have learned to recognize the sum of 
any two digits as a word, they are taught to add the two 
sums in any column of four digits. The sum of two, 
three, or four digits in a column will then be known as a 
word of two syllables, at sight, and without calculation. 

Note. See pp. 118 to 119 for columns of four figures. It will 
be noticed that the sums to be added are here each less than ten. 

In the next or third grade, the pupils are taught to 
add any column of four digits, and to multiply and divide. 
They will then be prepared for the study of Arith- 
metic, for in the study of Arithmetic there will rarely 
occur more than four numbers in a column to be added. 
Pupils will also be taught to add sums of ten or more, 
at sight, in the long column, and to think or name the 
results as fast as they can speak, or as readily as they 
read words. By means of this method any one can add 
thirteen or seventeen to a number already in the mind, 
just as quickly and surely as he can add ten to the same 
number. 

We do not know of a teacher who, having tried this 
system, does not acknowledge that she herself can add 
or subtract many times faster than ever before, and that 
her class will do double the work in numbers of any 
class she has ever had or known. 



NUMBER LESSONS. 7 

We hope that all who receive this Manual will give it 
a fair test, and then decide upon its value by results. 
No time can possibly be lost in making the trial. 

Number and Language Lessons for the same grade 
are bound together in one book, Parts I. and II., for the 
use of teachers ; a form which we believe will prove both 
economical and practical. 

The slate is noisy, easily broken, and always soiled, 
and its use is so harmful to the eyes of pupils that it has 
given place to the block of paper in many of the schools 
of this country, and also in Germany. For these reasons, 
the Lessons for the pupils' use are bound in blocks. The 
Number Lesson is on one side of the sheet, and the Lan- 
guage Lesson on the other. When the number lesson is 
finished, the sheet is torn off, and on the other side is a 
new, fresh language lesson, neatly printed for the writ- 
ten work. One sheet of paper will thus furnish the 
written work for both Number and Language Lessons, 
and when completed may be filed by the teacher, or given 
to the pupil to take home and show what has been done 
at school. But in any case the teacher should retain at 
least one paper of each pupil every week, to form a per- 
fect record of the pupil's progress, and for comparison 
week by week, and month by month. 

Note. These Lessons may be used to advantage in the third 
grade, if pupils have not previously done the work ; but the teacher 
will in that case teach in addition to what is here required Notation 
and the Multiplication Table. 



8 NUMBER LESSONS. 

The following lessons are arranged for pupils in the 
second year of school (usually seven years of age), and 
it is presumed that they have learned to count, and also 
that they have learned the name and value of each figure 
used to express number. It is presumed, also, that they 
have used things, such as sticks or marks, thus : — 

I I II I II Mil III II I III II I 
I II II III III I III llll Mill I 

im = 4_ ft 111 ii mini inn mill 
iiii=4~* inn iiiiii i mi m 

inn mi m mimi i =i ==10 



and by such a use of things have learned how to count 
two groups of things, and find their combined number ; 
i.e., that four things and three things are seven things. 
They have also learned that this figure (4) represents 
four in number, etc. The pupils who have learned to 
count, and the name and value of each digit, are pre- 
pared to learn the use of these figures, and processes with 
them, as they are combined in expressing numbers. When 
figures are used to express numbers, counting, and things 
to be counted, are no longer necessary ; so processes with 
figures begin where counting ends. Processes so un- 
like as counting things and adding numbers should not 
be taught in the same lesson ; so these lessons are de- 
voted entirely to learning to use the nine digits with 
ease, rapidity, and accuracy. 

Note. Do not use the book while hearing a class, but see 
what is to be done, and give your whole attention to having it 
properly done. These Lessons are to direct how and what should 
be done, but not to be strictly copied or followed. 



Part I. 



NUMBER LESSONS. 



Block 1.] 



NUMBER LESSONS, 



LESSON I. 

Numbers are expressed by words, figures, and letters, 
thus : 

one two three four five six seven eight nine nought 
1234567 8 9 

I II III IY Y YI YII YIII IX 

Place these on the board, and have the pupils read 
them and also copy them on the paper. Do not try 
to have them master the Roman method at present. 
Call attention to the number of the lesson as they 
use it. 

The pupils will learn to write the numbers as they 
use them, and the teacher will see that they understand 
all the figures used, as new numbers are taught them. 

Seat-work : Copy the words and the figures, but 
omit the Roman letters for the present. 



LESSON II. 

The figures 123456789 are called digits. 
How many can write the nine digits ? 
What two numbers make two ? Answer in words 
viz., one and one are two. 



10 NUMBER LESSONS. [Block 1. 

What two numbers make three ? 

Have the pupils answer in words, and always with a 
full sentence ; thus, one and two are three. 

1 1 

Write these on the board thus : 1 2, and show the 
pupils how to add them and tell the sum or answer. 

Seat-work : Copy the nine digits. 

Write in words the answers to — 

What two numbers make three ? 

What two numbers make two ? 11 

Copy and write the answers under the line : ± £ 



LESSON III. 

What numbers make two ? 

What two numbers make three ? 

Secure the answers to all such questions in full 
sentences. 

Require each pupil to answer these questions. 

Write the figures on the board so that the pupils may 
see the sum. 
1 

We call 2 a sum ; and the answer is called the sum 

of the two numbers. 

Seat-work: Write, one above the other, the two 
numbers that make two, three, and four ; and the an- 
swers under the line. 

Copy neatly the figures 123456789 0. 

Note. The teacher should each day write the day of the week 
and month on the board, and, as early as possible, require the 
pupils to tell the date and how to write it, and then write it on the 
paper correctly and sign their names. 



Block 1.] NUMBER LESSONS. 11 

LESSON IV. 

For oral work, review what has been taught; as, 
What two numbers make three? What two numbers 
make four? 

Answer in words, with a full sentence ; thus, three 
and one are four; two and two are four. 

112 3 

Write the numbers on the board ; thus, 12 2 1 

Have the pupils tell, in one word, the sum of any two 

2 3 

numbers as you point to them ; thus, 2 four ; 1 four. 

Do not allow them to name either of the figures 
written, but require only the sum. 

Seat-work : Write in words and then in figures, one 
above the other: the two numbers that make three; the 
two that make four ; those that make two. Also write 
the answers. 

Copy neatly : 1 2 3 4 5 6 7 8 9 0. 



LESSON V. 

What two numbers make four? 
What two numbers make two ? 
What two numbers make three ? 

3 12 2 
Write on the board : 1 1 1 2 

As you point to the numbers, require each pupil to 
tell, in one word, the sum. The pupils are to recognize 
the sum as a word and name it instantly. 



12 NUMBER LESSONS. [Block 1. 

Skip about in pointing, so that the pupil must look 
to see the sum and not answer by rote. 

Seat-work: Write in pairs, one number above the 
other, all the numbers that make two, three, four, and 
five, with answers under each sum. 

Copy neatly :123456789 0. 



LESSON VI. 

What two numbers make three ? 

What two numbers make four ? 

What two numbers make five ? 

What two numbers make two ? 

Secure answers in words, with full sentences ; viz., 
two and one are three, etc. 

Practise reciting the sum of two numbers each day 
2 3 14 3 2 
five minutes ; viz., 2 1112 1 

Point, skipping about, and require each pupil to tell 

3 
the sum in one word ; thus, 2 five. 

Seat-work : Copy and write the answers for : 

12 12 11 

132234 

Copy neatly: 123456789 0. 



LESSON VII. 

What two numbers make three, Mary? 
What two numbers make four, John ? 



Block 1.] NUMBER LESSONS. 13 

What two numbers make two, Charlie ? 

What two numbers make five, Susan ? 

In oral work, always require the answer in a full 
sentence; thus, three and two are five; four and one 
are five. 

How many pairs of numbers make five ? 

Samuel, what numbers make five, etc.? 

I will name one number, and you tell me what number 
goes with it to make five ; thus, the teacher says three, 
and requires of the pupil the number that goes with 
three to make five. 

Four is made of two numbers ; one of them is 2, what 
is the other? One is three, name the other. 

Recite sums from the board each day. 

2 4 2 13 1 

Seat-work : Copy and write answers : 3 1 2 1 1 2 

Copy neatly : 1 2 3 4 5 6 7 8 9 0. 



LESSON VIII. 

What two numbers make three, Frank ? 

What two numbers make five, Harriet ? 

What two numbers make four, Paul ? 

What two numbers make two, Ella ? 

Five is made of two numbers ; one is three, name the 
other. One is four, name the other, etc. 

How many pairs of digits make five ? 

Have the pupils recite from the board each day all 
the sums that have been previously taught. 



14 NUMBER LESSONS. [Block 1. 

Seat-work: Write in figures, one above the other, 
two numbers that make five, three, four, two, and the 

1 

answers under the sums ; thus, _1 

2 
Copy neatly : 1 2 3 4 5 6 T 8 9 0. 



LESSON IX. 

Ask questions like, What two numbers make four ? 
and also each day recite sums rapidly from the board, 
Call upon the slower pupils most frequently. 

Point, skipping about, and require the answer in one 
word and quickly. 

4 3 2 12 1 

Board-work: 12 13 2 1 

Be sure that all understand how to do the seat-work. 

Seat-work : Copy and write answers : 
112101332 
13 2 £ 4 21 2 

Teach the pupils to study these, i.e., to think the 
answers in the same manner as when reciting from the 
board. 

Copy neatly :123456789 0. 



LESSON X. 

What two numbers make five, Willie ? 
What two numbers make two, Clara? 



Block 1.] NUMBER LESSONS. 15 

What two numbers make three, Tom ? 

What two numbers make four, Millie ? 

Recite rapidly the sums from the board or tablet for 
ten minutes each day. Call upon each pupil, and vary 
the form of reciting so as to keep up the interest. One 
day have each recite all that are on the board, and 
another day let one pupil recite two, three, or four 
sums, and then call upon the next, and so on. 

2 114 3 2 
Seat- work : Copy and write answers : 2 3 112 1 

Write all the pairs of numbers that make six in the 
same way. 

Copy neatly : 1 2 3 4 5 6 H 9 0. 



LESSON XI. 

What two numbers make six ? 

What two numbers make five ? 

What two numbers make four, etc.? 

Go through the class in this way, until each can tell 
what two numbers make any sum called for. 

The teacher will continue thus : six is made of two 
numbers ; one is four, name the other. One is three. 
Then require the pupil to name the other at once, with- 
out saying to him, Name the other. The teacher will 
name other parts of six, as five, and the pupil will say 
one; or three, and the pupil will say three. Be sure 
that the pupil understands what is required of him, 
and then have him do it as quickly as possible. 



16 NUMBER LESSONS. [Block 1. 



Seat- work : Copy and write the answers to 

123121211 
543433221 

Look carefully and see how many pairs of numbers 
make six ; five ; four ; three. Also, what two numbers 
make six or five. 

123456789 0. 

LESSON XII. 

What two numbers make six, Daniel ? 

What two numbers make five, Herbert? 

Call upon other pupils to tell the same, i.e., to tell all 
the pairs of digits whose sum is six. Let the teacher 
name one of the numbers and have the pupil name the 
other ; thus, six is made of two numbers, one is 2, name 
the other. Then the teacher says four, and the pupil must 
tell what goes with it to make six. As soon as the pupils 
understand that you are naming one part of a given 
number, you may go on and name other parts of the 
same number, and they will tell what goes with each 
part to make that number. This exercise will apply to 
all numbers, so we shall not often repeat it. 

You now have on the board the numbers that make 
two, three, four, five, and six. 

Seat-work : Write in words all the pairs of numbers 
that make five and six ; thus, three and three are six. 
Write the same in figures, one above the other. 
123456789 0. 



Block 1.] NUMBER LESSONS. 17 



LESSON XIII. 

Keep all the numbers on the board that have been 
made, for practice in reading or telling the sums. 

The positions of the sums should frequently be 
changed, and the order of the numbers reversed as 
often as the sums are changed, so that pupils will see 

3 4 2 1 

both forms ; viz., 2 1 and 3 4 

Recite sums from the board, ten minutes each day, as 
rapidly as the pupil reciting can speak. This will train 
him to see and think quickly. 

Seat-work : Copy these and write the answers as 
quickly as possible : — 

131 345 223 123 2411 

I 24 i 2 I III ill ?_L?_L 

Note. Show the pupils how to do any seat or other work, but 
do not do it for them. It is the doing that educates rather than 
the mere knowledge of the fact contained in the example. 

123456789 0. 



LESSON XIV. 

121232531 
Numbers on the board are 1 1 3 2 3 4 1 2 4 

Skip about in pointing, so that the pupil must see 
each sum before naming it. 

What two numbers make five, Charlie ? 
What two numbers make six, Ben ? 
What two numbers make four, Clara ? 



18 NUMBER LESSONS. [Block 1. 

What two numbers make two, Lizzie ? 

In this way you will fix in the mind what two num- 
bers make any sum, so that when one of them is given, 
the other will immediately be known. The pupil will 
thus be learning subtraction as well as addition; be- 
cause, if you give him the sum of two numbers and one 
of the numbers, the other number, or the difference 
between the two given him, will be known. 

Seat-work : Copy and write answers : 

23435 1122311234321 

Note. Require seat-work to be done as quickly and neatly as 
possible. Habits of neatness and promptness are as good prepara- 
tion for future work as can be made. 



LESSON XV. 

It will be well occasionally to recite sums from the 
board in concert, but to benefit the slower pupils you 
may need to make three sections of the class; thus, 
point as fast as the most rapid can recite. Ask those 
that recited to keep quiet and see if the others recite 
correctly. Point more slowly, and a medium section 
will recite. Again, ask all that have recited to be 
quiet, and point yet more slowly, telling all who have 
not before recited to do so now. Any pupil may join 
a quicker section as soon as he can recite with it. 

In all concert-work, require pupils to speak softly. 

Seat-work : Write in words all the pairs of numbers 
that make five, and all that make six. 
123456789 0. 



Block 1.] NUMBER LESSONS. 19 

LESSON XVI. 

What two numbers make four, Mark ? 

What two numbers make six, Charlotte ? 

What two numbers make three, Tom ? 

What two numbers make two, Mary ? 

See how quickly each pupil can recite all that is on 
the board. Skip in pointing, so that each one must 
actually see the sum. 

Show the class how to do any new seat-work, but 
afterward erase, so that the pupils shall not copy. 

Have the pupils observe the number of each lesson, 
and tell what letters form it, so that they may become 
familiar with the Roman notation. 

Seat-work : Write in pairs, one number of each pair 
above the other, all the numbers that make six ; five ; 
four ; three ; and seven. Also, write the answer of each 
sum under it. 

Copy neatly : 12 3 4 5 6 T 8 9 0. 



LESSON XVII. 

What two numbers make seven ? 

Have each pupil tell what two numbers make seven. 

1233452121122 
Recite from the board : 654H1H421 12 



Point, skipping about, and call on the slow pupils 
most frequently. 

Seat-work: Write, three times, each pair of num- 
bers that make seven. How many pairs of numbers 
make seven? 



20 NUMBER LESSONS. [Block 1. 

Note. When pupils can do more seat-work than is given in 
these lessons, the teacher will supply additional material, taking 
care, however, always to keep to the same line of work indicated 
in the lessons. Do not tire the pupils by more than ten minutes 
of seat-work at one time, but have that rapidly done. 

Copy neatly :123456789 0. 



LESSON XVIII. 

Have each pupil recite all that is on the board as 
often and as rapidly as possible. Change the order of 
the sums, and also reverse that of the digits; i.e., in 
each sum, the figure that is below should be made the 
upper figure at each new writing, so that all forms will 
be equally familiar. 

Seat- work : Copy and write the answers : 

1241343201651212403 
3 5 3 1 22j*4jSjSjl25243_05_3 

Note. See that all seat-work is rapidly and neatly done, in 
order to form good habits. Seat-work needs attention. You can- 
not afford to leave the pupils with the bare thought that you have 
given them work to do. 



LESSON XIX. 

What two numbers make seven, Paul ? 

What two numbers make six, Susan? 

Ask each pupil in the class one of these questions. 
Let the answer be given in a full sentence ; thus, four 
and three are seven. 



Block 1.] NUMBER LESSONS. 21 

See how quickly each pupil will recite all that has 
been put on the board. 

Should a pupil make a mistake, let any one name the 
correct sum, provided he does it before the one reciting 
names the next sum. When a pupil has been corrected, 
point back to the mistaken sum, and have him give the 
correct answer. 

Seat-work : Write in words all the numbers that in 
pairs make seven ; six ; and five. 



LESSON XX. 

Review all that has been learned from the board, by 
requiring each pupil to tell the sum of any two digits 
as rapidly as possible. 

Seat- work : See how many pairs of figures you can 
write that will make eight, and not use the same digit 
twice. 

Look at them and see what two digits make eight. 

Notice how the sum looks, so that you will know it 
when you see it again. 

Note. Since numbers are always represented by digits, we shall 
often use digit for number when it will better express our meaning. 



LESSON XXI. 

What two numbers make eight? Ans. Four and four 
are eight, etc. 

Have each pupil tell what two numbers make eight. 



22 NUMBER LESSONS. [Block 1. 

Seat- work: Pupils write the two numbers that make 
eight in as many ways as possible, but always in column, 
i.e., one above the other. 

How many pairs of numbers are there ? 

Read what you have, by naming each pair of figures 
that makes eight. 

Copy neatly :123456789 0. 



LESSON XXII. 

Review all thus far gone over, by reciting sums. 

Teacher says, Eight is made of two numbers ; one is 
five, name the other. 

Review with each pupil all of the numbers in this 
way. See how quickly each can write the answers. 



72543125 
16344530 


6 5 3 7 
2 15 


4 1 

8 4 3 


3 

2 


4 
3 


55121465 
23167302 


2 6 13 
4 2 7 5 


6 3 5 
13 4 


3 

2 





Note. The teacher will observe that the numbers to be added 
are such that their sum can be expressed by a single digit. 



LESSON XXIII. 

Review sums from the board, calling on slower pupils 
first. Require the pupils to look carefully, and see 
whether any one makes a mistake. Let the answers be 
given as rapidly as the pupils can recite. 



Block 1.] NUMBER LESSONS. 23 

Seat- work: Pupils will write over each of these 
figures two digits that added will make the sums, e.g., 

4 
4_ 

8888777666554432 

123456789 0. 



LESSON XXIV. 

Let each pupil tell what two numbers make eight, 
seven, or six; viz., Samuel, what two numbers make 
eight ? Harriet, what two numbers make seven ? etc. 

Generally change the number with change of pupil, 
but at times several may give pairs making the same 
sum. 

Vary the recitation as much as possible, both in recit- 
ing the sums from the board and in the oral exercises. 

Seat-work : See how many can write all the pairs of 
numbers that make nine. 

123456789 0. 



LESSON XXV. 

Everett, what numbers have you written that make 
nine ? 

Do all have the same ? Has any one any others ? 
The teacher will see the work of each pupil. 
Have the pupils tell what two numbers make nine. 



24 NUMBER LESSONS. [Block 1. 

Seat-work: Write, three times, all of the numbers 
that make nine, and write the answers. Study them 
by naming the numbers ; thus, five and four are nine, 
etc 

123456789 0. 



LESSON XXVI. 

Review from the board the numbers that make six, 

45312345678765 

seven, eight, nine ; thus, 2 i 3 ^^44_3211 2 3 4 

Study these through each way, i.e., from left to right 
and from right to left, and then write the answers. 

Show pupils how to study by thinking what numbers 
4 
are in each sum ; e.g., 3 three and four are seven. 

536154 2~0 7853428317 
4238^539^365^0482 

Seat-work: Copy and write the answers, and then 
write answers under these sums. 

Note. When pupils recite sums from the board, do not allow 
them to name either number, but require the sum only. By call- 
ing for the sum of two digits, and pointing as rapidly as the pupil 
can speak, you will soon teach the pupil to see the sum as he sees 
a word when he reads. No one reads by spelling words or observ- 
ing the letters, but the word is the unit of thought. 



LESSON XXVII. 

Maggie, what two numbers make nine ? 
Frankie, what two numbers make eight ? 



Block 1.] NUMBER LESSONS. 25 

Change the numbers often, and go through the class 
until each pupil can tell what two digits make any sum. 

Four is one part of nine; name the other part; i.e., 
tell what number goes with four to make nine. 

Seat-work: Write in columns of two figures each 
all the numbers that make nine ; eight ; seven. 
123456789 10. 



LESSON XXVIII. 

Review from the board all that has been learned thus 
far, the pupils reciting the sum as the teacher points to 
each pair of digits. 

Seat-work: Write all the pairs of numbers (one 
figure above the other) that make ten. Study them 
carefully, so that you can tell what two numbers make 
ten. 

How many pairs of numbers are there that make ten ? 

Now write the answers under all the pairs you have 
written. 

Copy these figures, and see how much you can make 
your own look like them. 

1 2 3 4 5 6 7 8 9 10 11 12. 



LESSON XXIX. 

How many pairs of figures have you that make ten, 
Mary? 

Ask the same of each member of the class. 
Frank, what two numbers make ten ? 
Ask this question also of each pupil. 



26 NUMBER LESSONS. [Block 1. 

Seat-work: See how quickly you can write the 
answers to 

53134282943132 
46473517042968 



4571326586753 
6 5 3 6 5 8 i^l^H 

Make neat and pretty figures. Do not blot them. 

Note. In oral exercises, the teacher will find that the attention 
of pupils is better retained by speaking the name of the one called 
upon after the question rather than before it. All will listen care- 
fully to each question as it is given, if they do not know who will 
have to answer it. Should the attention of any pupil wander, 
immediately call upon him. 



LESSON XXX. 

Keep on the board all the numbers thus far used, and 
often change their order. Also reverse the order of the 
numbers in each pair, so that both ways of writing will 
be equally used. 

Seat-work: Write in pairs all the numbers that 
make these sums ; thus : 

5 1 

5 8_ 

10 10 10 10 10 9 9 9 9 7 7 



7666554432888 

Note. The teacher will recall note to Lesson XXII. We now 
have two digits in the answers, but not in either of the numbers 
to be added. 



Block 1.] NUMBER LESSONS. 27 

LESSON XXXI. 

Recite sums from the board each day. 
Who can tell what two numbers make eight ? 
Ask the same for ten, nine, and seven. 
How many can write all the pairs of numbers that 
make nine and ten on the board? 
Seat-work : Write answers to 

362465457365789549756237 
7^353235j.24^^^205513 5 48 5 1 

Copy: 1 2 3 4 5 6 7 8 9 10 11 12 13 14. 

Note. The teacher should carefully examine all work, and com- 
mend effort as well as good work. Show as much interest as pos- 
sible in the work of each pupil. 



LESSON XXXII. 
Let the teacher say, Ten is made of two numbers ; 
I will name one, Mary the other. Go through the 
class with other numbers in the same way, but do not 
have too many changes at one lesson. 

Seat- work: Write in column, in as many ways as 
you can, all the pairs of numbers that make nine or ten. 

Write the answers under each pair of digits. 

Make your figures look as much as possible like 
these : 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15. 



LESSON XXXIII. 

Write on the board all the combinations that have 
been made. Now see how quickly each pupil can recite 
the answers. 



28 NUMBER LESSONS. [Block 1. 

Practise until each pupil can recite them in thirty 
seconds. 

Seat-work: Write all the pairs of numbers that 
make ten ; two ; nine ; eight ; seven. 

Copy: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15. 

Note. If the lessons progress too rapidly, give two days to a 
single lesson. 



LESSON XXXIV. 

What two numbers make ten ? 

Go through the class in this way, and have any pupil 
tell what two numbers make any sum. 

Then say : Mary, eight is one part of ten ; what is the 
other part, etc. ? 

Seat-work: Write in words the two numbers that 
make ten, e.g., eight and two are ten. 
Do not make too large figures. 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15. 



LESSON XXXV. 

Give very little concert-work, but call most frequently 
on the slower pupils. In this way you will secure 
greater uniformity in the progress of the pupils and 
avoid having the work of concerted recitations done by 
a few. 



Block 1.] NUMBER LESSONS. 29 

Seat-work: Write above the lines the figures neces- 
sary to complete these sums : 

4 5 738 8753465715268 

8Yl09i010^5rol}ro"986ro"86"l() 

Note. In all concert exercises have the pupils speak softly. 
Say " softly " before each recitation till the habit is formed. 



LESSON XXXVI. 

Let each pupil try and see how quickly he can recite 
from the board all that has been learned. Keep a rec- 
ord of the time consumed by each. It will add interest 
to the exercises to do so. Rapidity and accuracy will 
also be secured. 

Seat- work : Write in columns all the pairs of num- 
bers that make eleven. 
Write the answers to 

8885544477766635431 

Do not forget what has been said about neatness of 
writing. 

LESSON XXXVII. 

Review all that has been learned, by reciting from the 
board the sums given ; viz. : 

124321876535119 
3 245^2illii_?H^ 

37593458132543 
84617652234112 



30 NUMBER LESSONS. [Block 1. 



Seat-work : Copy all the above and write the an- 
swers ; then write the answers to these examples. 



LESSON XXXVIII. 

Recite sums from the board each day, teacher point- 
ing as rapidly as the pupil can recite. Give the slower 
pupils much individual drill, until all can tell the sum 
of any two digits at sight. 

Seat-work: Write in pairs, using no number twice 
for the same sum, the numbers that make the following 
sums: 

10 10 1010 ro"9"9"9"9 1111 11118888 



LESSON XXXIX. 

Have the pupil tell the sum of any two digits at 
8 5 

sight, and for 2 say ten ; for 4 say nine, just as they 

pronounce a word without naming each letter that com- 
poses it. 

Secure rapidity and accuracy by frequent repetition. 
Have each pupil recite as rapidly as possible. 

Seat- work : Write in column all the pairs of num- 
bers that make eleven ; six ; seven ; eight ; nine ; and 
ten. Also write the answers. 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17. 



Block 1.] NUMBER LESSONS. 31 



LESSON XL. 

What two numbers make eleven? 

How many pairs of digits make eleven ? 

Who can tell what they are ? 

Call upon the slower ones throughout the class to 
tell what two numbers make any sum named. For 
example, ask what two numbers make five. Write the 
answer on the board in words ; thus, four and one are 
five. 

Seat-work: Write in words the pairs of numbers 
that make ten ; nine, — as the teacher wrote the exam- 
ple on the board. 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 IT 18. 



LESSON XLI. 

Recite sums from the board. See how quickly the 
pupils can recite the sums of the twenty-nine pairs of 
numbers already learned. 

Let each pupil go to the board and point to the pairs, 
and tell the sum of each as he points to it. Have all 
the rest see whether or not he recites correctly. 

Seat-work : See how many ways you can write sums 
of ten and eleven ; but always with two figures, one 
above the other, i.e., in columns of two figures each. 

Write the answers. 
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20. 



32 NUMBER LESSONS. [Block 1. 

LESSON XLIL 

Have the pupils read sums from the board rapidly 
each day. 

What two numbers make eleven? ten? nine? 

Write, above each, two numbers that will make these 
sums: 

"8 8" 8" 10 10 10 10 105511 11999"97TT 
Copy neatly : 10 11 12 13 14 15 16 17 18 19 20. 



LESSON XLIII. 
Write upon the board : 

4 + 3 = 7; 5 + 2=7; 6 + 1 = 7; etc. 
Teach the pupils to read what is written. 
Seat- work : Read to the pupils the following : — 



3 + 2 = 


6 + 3 = 


8 + 1 = 


8 + 2 = 


5 + 6 = 


8 + 2 = 


9 + 1 = 


3 + 7 = 


7 + 2 = 


5 + 4 = 


3 + 2 = 


4 + 2 = 


8 + 3 = 


3 + 4 = 


4 + 3 = 


6 + 1 = 


9 + 1 = 


7 + 4 = 


6 + 2 = 




7 + 4 = 


7 + 2 = 


7 + 4 = 





But let the pupils copy them upon their tablets in 
the usual form of pairs for adding, and write the an- 
swers. 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20. 



Block 1.] NUMBER LESSONS. 



LESSON XLIV. 

Have the pupils read sums from the board daily. 

Change the numbers on the board twice each week, 
so that the pupil will not learn the order of them and 
recite by rote. 

Copy and write answers to the following : 

131323 5 45271234543216789 
124^14314361^765567895432 

Write in pairs the numbers that make twelve. 



LESSON XLV. 

Review sums from the board. 

What two numbers make twelve? ten? eleven? nine? 
Say, Eight is the sum of two numbers ; one is five, 
name the other. 

Seat- work: Write in words the pairs of numbers 
that make eleven ; nine. Write the answer in a full 
sentence ; thus, six and five are eleven. 

Copy neatly: 10 11 12 13 14 15 16 17 18 19 20. 



LESSON XL VI. 

Recite sums from the board for ten minutes each day. 
Keep up the interest by changes in the order of recita- 
tion. Have very few concert exercises, because in such 
the quicker pupils do all the work. 



34 NUMBER LESSONS. [Block 1. 

Seat- work : Write in figures the pairs of numbers that 
make twelve ; eleven ; ten ; and the answers underneath. 

See how quickly each pupil can write the lesson. 

Show all the work to the teacher, so that she may see 
how neatly it is done. 

123456789 0. 



LESSON XL VII. 

Rapidity and accuracy in reading sums are gained 
only by drill. Therefore, drill thoroughly. 

There are but forty-five sums of two digits each (of 
which we have already had two-thirds), and these may, 
in time, be learned, so that the pupil will read the sum 

5 
of two digits in column, thus, 7, as quickly as when ex- 
pressed by the written word twelve or by 12. 

Seat-work: Write quickly the answers to these 
sums : — 

5698384 5 28977777766666526 
^534625793156243J.53412451 

Show your work to the teacher. 



LESSON XL VIII. 

When a pupil hesitates in giving or writing any sum 
3 5 7 2 
of two digits, as 8 6 4 9, write the pairs of numbers 

that make such sum (in this case eleven), and have him 
take them home to look at there. Teach him to see 



Block 1.] NUMBER LESSONS. 35 

what two numbers make the sum, until he can read it 
at sight in any pair of digits that compose it. 

Seat-work: Study these carefully, so that you can 
name the sum of any pair as soon as you look at it. 
Then copy them and write the answers, and then write 
the' answers under these figures. Make neat figures. 

1234898564589 

3567853456578 
9424369874532 



LESSON XLIX. 

Recite sums for the board. 

Seat-work : Write the answers to these sums : 

241123456798765 
311654 iillli £4 5 

54323456212323 

6 7 8 9 9 8 7 6 15 4 3 2 1 

Now write in column each pair of numbers that make 
thirteen. 

Teacher will ask each pupil what two numbers make 
thirteen. 

Write in figures all the numbers from ten up to and 
including nineteen. Notice that each of these numbers 
is written with two figures and has one (1) in the sec- 
ond place. 

Let the teacher see if you have written them correctly 
and neatly. 



36 NUMBER LESSONS. [Block 1. 

LESSON L. 

The numbers on the board for drill should be varied 
by inverting the numbers in each sum and changing 
the positions of the sums. Be sure that there is no re- 
citing by rote. 

All the pairs of numbers expressed by single digits, 
that make sums from two to twelve inclusive, are now 
on the board. They are the following : 



67492345567894321 
65839876543215678 


7654311235431211 
1234246541233221 



Copy the above on your tablets and write the answers. 



Block 2.] 37 



NUMBER LESSONS. 



LESSON I. 

Read sums as rapidly as possible from the board, until 
all know the sum of any two digits at sight. 

Seat- work : Write answers neatly and quickly to the 
following : 

58778934566789867959 

3 6574675868547698658 
97^6^6^71969^985754696 

Copy neatly: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 
15 16 17 18 19. 

Note. Neatness, rapidity, and accuracy must be insisted upon 
in all seat-work, inasmuch as the manner of doing is quite as im- 
portant as what the pupils do. 



LESSON II. 
Write numbers on the board thus : 

11 11 11 11 12 12 12 12 12 10 
4953683757 



10 10 10 10 9 9 9 9 9 9 9 9 9 
6 5 8 9465218370 



38 NUMBER LESSONS. [Block 2. 

Teach the pupil that the upper number is the sum of 
two numbers, and the lower is one of those two num- 
bers, and that they are to write the other number under 
the line. We call this writing the difference of two 
numbers. 

The difference of any two numbers is the number 
which, added to the smaller, will make the larger. 

Seat-work : Copy the above, and write below the line 
the number which, added to the one just above the line, 
will make the top number ; i.e., add to the smaller to 
make the larger number. 



LESSON III. 

See how quickly each pupil can recite from the board 
all the sums that have been learned. 

Seat-work : Write each two numbers in column that 
make fifteen ; fourteen ; thirteen ; eleven ; twelve ; nine ; 
ten; seven; five; six; four. 

Do this as quickly as possible without making mis- 
takes. 

Write each pair of numbers in but one way; thus, 
14 14 2 3 

either 4 or 1, but not both 4 and 1 ; 3 or 2, but not 

2 3 

3 and 2 ; etc. 

Have your figures look as much as possible like these: 

12 3 456789 0. 
Let the teacher see how well you have made them. 
Write your name and the date very neatly. 



Block 2.] NUMBER LESSONS. 39 

LESSON IV. 

What two numbers make nine? fifteen? fourteen? 
thirteen? twelve? eleven? ten? eight? etc. 

Seat- work: Write the answers neatly to 



9 
6 


8 7 9 
5 7 4 


8 
6 


7 
4 


5 
6 


5 
9 


3 

8 


5 

7 


6 

5 


7 
4 


6 8 
2 3 


5 
7 




8 


4 

8 


5 
9 


7 
3 


8 

2 


9 3 5 
2 6 4 


7 
5 


8 
3 


6 
5 


7 
4 


9 
4 


8 
3 


(3 
5 


7 
6 


8 9 
4 5 


6 
6 


7 

8 


9 
3 


8 
5 


5 
7 



Copy: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 
17 18 19 20. 

Note. Keep one of the papers of each week, and compare the 
work often with former work, to show the improvement. 



LESSON V. 

Recite sums rapidly. Slower pupils should have the 
larger share of time and attention. Oral exercises 
should be individual. 

What two numbers make twelve? fourteen? thir- 
teen? fifteen? eleven? sixteen? 

Seat-work : Copy and write answers to the following : 

785787965789586567393748 
989655468756^^87548^5242 

Try to do all your copying as quickly as you can 
without making mistakes or bad figures. 



40 NUMBER LESSONS. [Block 2. 

LESSON VI. 

Who can recite all the numbers we have had in one 
minute ? 

Let all who wish try this, and while one is reciting, 
the rest must see whether any mistakes are made. Any 
one who is corrected should then take his seat. This 
will cause pupils to be careful and see before they speak. 

The teacher will dictate seat-work. Pupils will write 
the numbers to be added as quickly as possible. 

Pupils copy these :123456789 0. 

Do not let them omit date and name. 



LESSON VII. 

What two numbers make sixteen ? fifteen ? fourteen ? 
twelve? eleven? ten? nine? eight? seven? etc. 
Nine is one part of fourteen ; what is the other ? 

Seat-work : Now we have a new way of writing the 
numbers. Here are given a number and one part of it. 
Write the other part under the line. 

11 11 15 15 15 15 14 14 14 14 14 12 

-988679879654 



12 12 


12 


11 


11 


11 11 


11 


11 


10 


10 


10 


9 5 


8 


5 


7 


6 3 


9 


4 


8 


5 


6 



Note. Be sure that the pupils understand that they are to 
write under the line the number which, added to the number im- 
mediately above the line, will make the upper number. 

The minus sign (— ) at the beginning of the line means, " write 
the differences of every two given numbers." 



Block 2.] NUMBER LESSONS. 41 



LESSON VIII. 

Keep on the board all the numbers that have been 
made, and have each pupil recite a part or all of these 
sums each day as rapidly as possible. Also give, each 
day, some oral work like, What two numbers make 
thirteen ? The pupil called upon will tell all the pairs 

6 8 9 
of numbers that make thirteen ; thus : 7 5 4 

Fix in the pupil's mind what two numbers make any 
sum from two to eighteen. 

Seat-work : Write neatly and quickly answers to 

347958134687654327 
5624^29875^5654324 

35363985783789435 
82426233211765278 



LESSON IX. 

The following numbers are on the board, and should 
be recited in one minute. 

3513243611234567892345 
42612452^8^554j^jL_78^6 

567124566749318968325 
_9_8^71 1^_82_^_5_^248797 341 

Seat-work : Copy the above and write the answers, 
and then write the answers to all the printed columns. 



42 NUMBER LESSONS. [Block 2. 

LESSON X. 

What two numbers make fifteen ? sixteen ? fourteen ? 
twelve? thirteen? eleven? nine? eight? ten? seven? 
six? five? 

Seat-work: Write in words the two numbers that 
make twelve ; eleven ; fourteen. 

Teacher will see that each sentence is complete ; 
thus, nine and three are twelve ; etc. 

Read : 13 - 5 = 8 ; 14 - 7 = ; 15 - 8 = . 
Copy: 123456789 0. 



LESSON XI. 

Recite sums from the board each day ten minutes, 
until all can tell the sum of any two digits at sight. 

Seat-work : See how quickly each will write answers 
to 

3456789456546739123455678 

98767659873554819876 5 4321 



Write each two numbers in columns that make six- 
teen. 



LESSON XII. 

Recite sums from the board as rapidly as the pupils 
can speak. The slower pupils should be oftenest called 
upon. Give especial help to those who need it. 



Block 2.] NUMBER LESSONS. 43 

Put the following on the board : 



7 9 

8 6 


5 

9 


7 
7 


8 
6 


67435482 
65896739 


7 5 
4 6 


9 

2 


3 

8 


1 
9 


2 3 4 5 4 5 

8 7 6 5 4 3 


2 3 
6 7 



Seat-work: Copy neatly: 10 11 12 13 14 15 16 17 

18 19 20. 

Also copy the sums given above, and write the 
answers. 



LESSON XIII. 

Seven is one part of fifteen ; Ned, name the other. 
. Nine is one part of fifteen; name the other, etc. Ox. 
say, I will name a sum and one part of it, i.e., one of 
the two numbers that make it, and the pupil whom I 
call upon will tell the other number. You say, One 
part of nine is four ; Charlie, name the other part. He 
says, Five. Then you say, Three ; he says, Six, etc. 

Teach the pupils to read the following; thus, four 
less two equals two, etc. : 

4-2 = 2; 3-1=2; 10-5 = 5; 

8-3 = 5; 9-7 = 2; 9-6 = 3. 

Also let them write out each statement in words. 

Now show them that this is the same as saying that 
four is made up of two numbers, one of which is two ; 
name the other, etc. 

Let them copy :123456789 0. 

Note. Usually, in oral and in written exercises, let the pupils 
use the formula, four less two are two ; not, equals two, etc. 



44 NUMBER LESSONS. [Block 2. 



LESSON XIV. 

What two numbers make seventeen? fifteen? thir- 
teen? eleven? twelve? nine? eight? seven? ten? 

Teacher will name one part, i.e., one of the numbers, 
and pupil the other. 

The difference between two numbers is the number 
which, added to the smaller, will make the larger ; e.g., 
three is the difference between seven and four, as it is 
the number which goes with four to make seven. 

Read aloud to the pupils the following examples, and 
let them give the difference in each case : 

14-8=; 14 = 5=; 13-7=; 13-8=; 
12-7=; 12-8= ; 12-4=; etc. 

The larger number is in two parts ; the smaller number 
is one of the parts ; name the other. 

Seat-work: Write in words what is meant by the 
above examples, with the answer to each. 

Copy: 1 2 3 4 5 G 7 8 9 10 11 12 13 14 15 16 
17 18 19 20. 

Note. Do not give reasons, but see that each pupil knows what 
is required of him. 



LESSON XV. 

Recite the sums from the board as quickly as possi- 
ble. 

Let each pupil see how quickly he can recite all sums 
that have been learned. 



Block 2.] NUMBER LESSONS. 45 

Seat- work: Write out in words all the pairs of 
numbers that make fifteen; seventeen; sixteen. The 
teacher will see that each pupil writes a full sentence 
in every case ; e.g., eight and seven are fifteen. 

Copy neatly : 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16. 



LESSON XVI. 

Each pupil should recite all the combinations of two 
digits in one minute. 

Continue to recite sums until each pupil knows the 
sum of any two digits at sight, and until he can recite 
sums as fast as he reads words from the printed page. 

Seat- work : 



4 8 3 
9 5 7 


8 
2 


6 

7 


4 5 4 
6 5 5 


9 

8 


7 
6 


5 
9 


7 
5 


3 
7 


6 
6 


8 5 7 

7 3 2 


8 
4 


6 
6 


7 4 7 

5 9 6 


5 

8 


9 
6 


7 
8 


8 
7 


9 
9 





Make your figures like these. 



LESSON XVII. 

What two numbers make eighteen ? seventeen ? six- 
teen ? fourteen ? thirteen ? ten ? eleven ? eight ? nine ? 
seven ? five ? six ? 

Seat-work : Write the two numbers that make 
eighteen ; seventeen ; sixteen. 



46 



NUMBER LESSONS. 



[Block 2. 



Always write numbers for addition or subtraction 
one above the other, in columns. 

Read, and then write in columns, with answers, the 
following : 



7 + 8 = 15 


; 9 + 4=13 


8 + 6 = 14 


; 11 - 5 = 6 


12-7= 5, 


15-6- 9 


4-1= 3 


9-0 = 9 


8-4 = 


9-6 = 


7-5 = 


16-8 = 


17 - 9 = 


18-9 = 


14-5 = 


6-2 = 



LESSON XVIII. 

Nine is one part of fifteen ; what is the other ? 
What is the difference between 13 and 7 ; i.e., 13 — 7 
= what ? 

Continue in the same way with the following : 

15-6= 14-8 = ' 13-5= 18-9= 17-8 = 
16-7= 17-9= 18-8= 9-2= 8-0 = 

Seat-work : Write the difference in each example. 

13 13 13 13 12 12 12 12 14 14 14 14 14 15 



5 


9 


8 


4 


3 


7 


6 


7 


9 


8 


5 


6 


8 7 


15 


16 


16 


11 


11 


11 


11 


11 


10 


10 


10 


10 


10 


9 


5 


6 


9 


8 


3 


4 


5 


8 


9 


7 


6 


3 



The pupil will write below the line, the number 
which goes with the one above the line to make the 
upper number. 



Block 2.] NUMBER LESSONS. 47 

LESSON XIX. 

Keep all the combinations on the board, but often 
change their places and order. 

Point, skipping about. Give the slow pupils most of 
the time. 

Recite sums from the board each day, for ten min- 
utes, until all can tell the sum of two digits at sight. 

Seat-work : Copy and write the answers, and then 
write answers to these printed examples : 

9789678967486 
8 9 8 9 _9 6 _7 5 _8 7 _9 5 _7 

4637123443812 
8695876545076 



LESSON XX. 

Recite sums from the board each day. 

Charlie, what two numbers make eighteen ? 

Call upon other pupils for various numbers making 
other sums, until each pupil can tell the two numbers 
of any sum. 

Seat-work: Write all the pairs of numbers in col- 
umn that make eleven; thirteen; fifteen; seventeen; 
eighteen; sixteen; fourteen. 

Write quickly, and make very neat figures. 

By what other name are figures called ? (Write it.) 

How many digits are there ? (Write answer.) 

Copy neatly : 1 2 3 4 5 6 7 8 9 0. 

Show what you have written to the teacher. 



48 NUMBER LESSONS. [Block 2. 



LESSON XXI. 

What two numbers make nine ? ten ? 
Eight is one part of thirteen ; name the other. 
Call upon the slower pupils in this way until all can 
name the other part of any sum after one part is given. 

Seat-work : Write the difference between 
13 13 13 13 13 13 14 14 14 14 14 15 15 



8 


6 


5 


4 


9 


7 


6 


8 


5 


7 


9 


6 8 


15 


15 


16 


16 


16 


18 


17 


17 


12 


12 


12 


12 


7 


9 


8 


7 


9 


9 


8 


9 


5 


9 


7 


6 



LESSON XXII. 

Keep on the board all the combinations of two digits ; 
viz. : 

11124332512376544321567 
123212341654JL23456jT_8543 

8989234567894567896798 
2199987665439877659878 

Note. Practise reading these sums daily (i.e., the pupils giving 
the sum of each pair as you point to it) until all can read them in 
any order, in one minute. 

Seat-work : Copy the above, and write the answers 
quickly and neatly, and then write answers to the 
printed examples. 

Show the work to the teacher. 



Block 2.] NUMBER LESSONS. 49 



LESSON XXIII. 

What two numbers make eight? nine? ten? eleven? 
Teacher name one part and the pupil the other. 

Seat-work : See how quickly you can write the an- 
swers to 

96763459879879678786845 
78579743565899786975178 

7 5 43275768365875734697 
iii^lliliiii^iHi 2 x 4 ° 2 

Note. Call the pupils' attention to the fact that examples in 
columns are always to be added, unless the sign " " precedes. 



LESSON XXIV. 

Rapid reading of sums will quicken the sight, and 
thus prepare pupils for reading words as well as for 
ciphering. * 

Secure rapidity and accuracy from each pupil. 

Seat-work : Write above the following sums the pair 
of numbers that make each sum : 

13 13 13 12 12 12 14 14 15 15 17 18 



16 16 11 11 11 11 10 10 10 10 10 

Copy the following : 

1 2 3 4 5 6 7 8 9 10 11 12 13 14. 



50 NUMBER LESSONS. [Block 2. 



LESSON XXV. 

When pupils recite in concert, have them speak low 
and pleasantly. Do not allow the sharp, high voice. 
Caution them, " softly, softly," until the right tone is 
secured. 

Seat-work : 



3 5 4 

8 9 6 


3 2 3 

4 16 


7 9 3 7 5 7 
5 4 8 6 9 8 


9 8 

7 8 


7 8 6 
9 9 5 


4 

7 


357675629833 
841323475493 


7 1 
8 


5 4 6 
3 4 2 


1 

9 



Copy neatly: 123456789 0. 



LESSON XXVI. 

Pupils should recite in one minute the following 
sums : 



12 1 
12 3 


1 
6 


2 3 
5 4 


3 
3 


2 
4 


5 
1 


5 6 7 
4 3 2 


8 
1 


14 2 

2 13 


4 
4 


3 
5 


2 
6 


1 

7 


9 
9 


2 
9 


3 4 5 

8 7 6 


8 
9 


9 8 
1 2 


7 
3 


6 

4 


5 
5 


9 4 5 

3 8 7 


6 

7 


8 4 7 
5 9 7 


8 

6 


5 
9 


8 
7 


9 
6 


8 

8 


7 
9 



Seat-work : Copy the above, and write the answers. 



Block 2.] 



NUMBER LESSONS. 



51 



LESSON XXVII. 

Seven is one part of thirteen ; name the other part, 
etc. 

What is the difference between eleven and seven? 
between eleven and five ? 

Pupils read from the board the following : 

8= ; 



9-4 = 


7-3 = 


6-2 = 


12 


13-7 = 


14 - 5 = 


18-9 = 


17 


16-7 = 


; 14 - 6 = 


; 15-9 = 




13-6 = 


; 11-5 = 


; 12-3 = 





Seat-work : Write the above in proper order, the 
smaller number of each example below the other, and 
then write the answers under each example. 



LESSON XXVIII. 

See how quickly }^our pupils can recite the forty-five 
combinations from the board. Let as many as you have 
time, try each day, but be sure that all try, and make 
the best possible time. 

Seat-work : See how quickly each can write answers 
to 



5 
5 


6 

7 


8 7 9 8 4 
3 4 3 5 6 


3 5 6 7 

7 5 3 5 


87986798543435 
96579898985467 


4 
3 


1 
6 


97345323123478754879876 
11982414323456897367876 



52 NUMBER LESSONS. [Block 2. 

Copy neatly : 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15. 

Note. The teacher will not omit to carefully examine the writ- 
ten work of each pupil, and commend when possible. 



LESSON XXIX. 

Change the order of each column on the board, and 
invert the numbers of each pair of digits twice each 
week. 

Recite from right to left, and from left to right ; also 
by skipping about. 

Seat-work : Write answers to 



15 3 

3 2 4 


2 3 7 
16 1 


3 5 
8 5 


7 6 9 8 
2 4 2 4 


3 5 

7 4 


6 7 
5 5 


8 9 7 8 4 3 
6 4 7 5 6 3 


7 6 

8 9 


995434299764583438374857 
893759848653109025469499 



Copy neatly : 

1 2 3 4 5 6 7 8 9 10 15 16 17 18 19. 



LESSON XXX. 

Pupils must know the sum of any two digits at sight, 
as they know a word without spelling. Continue the 
drill of reading sums until each pupil answers instantly. 



Block 2.] NUMBER LESSONS. 53 

Also see that the pupils can write the correct answers 
without hesitation. 

Seat-work : Write answers to the following as quickly 
as possible : 

4865971637453481357989757 
13^8349485655_3_2_9J41_5 6^8 99 6 

543415397147898485737989 
8923623893_21567964284769 

Copy neatly : 

1 2 3 4 5 6 7 8 9 10 12 14 16 18. 



LESSON XXXI. 

Pupils must know what two digits make any sum, 
from two to eighteen, in order to subtract readily. 

What two numbers make fifteen ? fourteen? thirteen? 
eighteen? nine? eleven? thirteen? sixteen? eight? 
seven? etc. 

Ask each pupil such questions, and require all the 
numbers that make any sum, in answer. 

Seat-work : Write the differences below the lines. 

15 15 15 15 15 14 14 14 14 14 13 13 

-8 79606985754 



13 


13 


11 


11 


11 


11 


11 


11 


9 


9 


9 


-6 


7 


8 


5 


7 


4 


9 


3 


5 


7 


3 



Copy: 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18. 



54 



NUMBER LESSONS. 



[Block 2. 



LESSON XXXII. 

Read sums rapidly from the board each day. That 
is, as the teacher points, the pupils will tell the sum of 
any two numbers. 

Seat -work: Copy in columns, and write the an- 
swers to 



4 + 3 


5 + 2 


7 + 4 


6 + 1; 


5 + 4 


7 + 8 


9 + 6 


7 + 9 


8 + 6; 


7 + 7 


3 + 9 


5 + 7 


6 + 3 


2 + 7; 


9 + 3 


5 + 8 


7 + 7 


4 + 9 


8 + 5; 


7 + 6. 



Make your figures small and neat, as much like the 
examples as possible. 



LESSON XXXIII. 

Nine is made of two numbers ; one is three ; name 
the other. 

Go through the class naming numbers below eighteen 
until each pupil instantly responds. Vary the form of 
the problem as much as possible, but be careful that the 
pupils understand what is required. 

Seat-work : In the following cases write the remain- 
ders : 

13 14 15 16 17 16 13 12 13 11 11 11 

-5 78985784785 



Block 2.] NUMBER LESSONS. 55 

18 17 14 15 16 9 8 7 6 3 5 4 
-9 967^^542^21 

9 8 7 5 6 7 9 10 10 10 10 
-4 3231323478 



If you have seven pears in a basket, and take out 
three, how many will be left in the basket ? 

Note. Tell the pupils that the remainder is the difference 
between the two numbers. 



LESSON XXXIV. 

Keep up the interest of pupils by making frequent 
changes in the method of reciting. Give the slower 
pupils most attention and time for practice. 

Seat-work : Write in words all the pairs of numbers 
that make seven ; nine ; fifteen. 

Copy neatly, and as much as possible like them, the 
following figures : 

1234567890 10 

11 12 13 14 15 16 17 18 19 20 

Show them to the teacher. 



LESSON XXXV. 

Who else, who have not already done so, can recite 
all the sums on the board in one minute ? 

Teacher will keep a list of all who can do this cor- 
rectly. As often as once in two weeks let the pupils 
try to improve their record. 



56 NUMBER LESSONS. [Block 2. 

Seat-work: Write very quickly, but correctly, the 
answers to the following: 



3 
5 


4 

2 


17 3 6 
5 2 4 1 


3 
3 


4 3 6 5 4 9 5 

5 8 7 2 8 3 7 


6 4 2 
6 3 5 


6 3 9 7 
18 4 6 


7 
5 


8 
9 


7 
6 


9 
9 


8 9 6 5 

8 7 9 8 


3 
9 


4 3 2 3 5 5 6 
8 5 4 2 4 6 4 


3 5 4 3 6 3 7 
7 3 9 2 6 8 3 


8 

2 


4 
6 



Try each time to make better figures. 



LESSON XXXVI. 

Change the order, and also invert the numbers of 
each pair on the board every week. 

Be sure to keep on the board all the combinations of 
two digits for practice in sum-reading. 

Seat-work : Write above the line in each case the 
pairs of numbers that make the following sums : 

Q Q 6 8 8 8 9 9 9 9 11 11 11 12 

12 8 13 15 15 17 17 18 7 7 7 5 5 8 

The teacher will see that both rapidity and accuracy 
are secured. 

Copy: 
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 



Block 2.] NUMBER LESSONS. 57 

LESSON XXXVII. 

Mary, what two numbers make fifteen? 

Go through the class in this way. 

Eight is one part of ten ; what is the other? 

Give this work with life, and get rapid answers. 

Seat-work : Write quickly the differences in the fol- 
lowing cases : 

12 13 8 8 8 8 9 9 9 9 10 10 10 10 10 11 11 
~^ il^illili 5 8 3_ 9 6 5 7 

11 11 13 13 13 9 8 5 6 6 7 8 9 6 18 17 
-6 8 7 6 9512321052 9 8 

Note. Let the pupils compare their work on Lesson No. 1 with 
that of No. 50. 



LESSON XXXVIII. 

Write all the combinations of two digits each that 
make sums from two to thirteen, and keep them on the 
board, thus : 

123112321123987456 
1124323456544564_32 

734568765234554321 

1_98 76] L 234987656_^8__9 

Recite these sums daily for ten minutes. 

Seat-work : Copy the above on the blocks, and write 
the answers. Study carefully the numbers that make 
each sum. 



58 NUMBER LESSONS. [Block 2. 

Note. The teacher will change the position of the combina- 
tions with respect to each other, and also invert the numbers to 
each, once or twice a week. 



LESSON XXXIX. 

What two numbers make eleven, Peter ? 
What two numbers make twelve, Nettie? 
What two numbers make thirteen, Paul ? 
Have each pupil tell what two numbers make any 
sum that has been learned. 

Seat-work: Study the following from left to right 
and from right to left. That is, see what two figures 
make each sum, beginning at the right hand and then 
beginning at the left hand. 

2345678965 4 987 
98766543789567 



Copy the above, and write the answers. 

Note. See that the pupils understand what is required of 
them, but do not give the reasons. 

Have each pupil write the date and his name each 
day. 



LESSON XL. 

Keep on the board all the numbers that have been 
learned, and have each pupil tell the sum of any two 
numbers as you point to them. Skip about in pointing 
so that the pupil must see each sum, and not recite 
by rote. 



Block 2.] NUMBER LESSONS. 59 

4 

Two numbers written thus, 5, are called a sum, and 
the answer is called the sum, or their sum. 

When reciting sums, the pupils must tell the sum 
4 
in one word ; thus, 6, ten, without naming either of the 

figures in column. 

Seat- work : Write all the pairs of numbers that make 
ten ; eleven ; twelve ; thirteen ; fourteen. Write the 
answers underneath. 

Make your figures like these : 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 



LESSON XLI. 

Ask such questions as, Seven is made up of two num- 
bers, one is four, what is the other ? One is five, what 
is the other ? Ten is made up of two numbers. I will 
name one of the numbers and you name the other ; e.g.: 
Teacher then says 6, and the pupil says 4 
Teacher then says 5, and the pupil says 5 
Teacher then says 7, and the pupil says 3 
Teacher then says 2, and the pupil says 8 
Teacher then says 9, and the pupil says 1. 
Give daily drill in reading sums from the board, and 
some such oral work as the above in addition to it. 

Seat-work: Copy the following, and write the an- 
swers: 

12345678543219 
T65443215U 8_92 

8766543456789 

345678998 7 765 



60 NUMBER LESSONS. [Block 2. 

LESSON XLII. 

Have each pupil read sums (i.e., tell the sum of any 
two digits) as you point to them on the board. Skip 
about, and point as rapidly as the pupil can answer. 

What two numbers make fourteen, Paul ? 

What two numbers make thirteen, Pauline ? 

What two numbers make eleven, Robert ? 

Name the pupil who is to recite after you state the 
sum, so that all must give their attention. 

Seat- work : Read the following, and then write them 
out in words, thus : Four plus three equals seven. 

4 + 3-7; 5 + 4 = 9; 7 + 5 = 12; 9 + 4 = 13; 
7 + 6 = 13; 6 + 4 = 10; 5 + 5 = 10; 3 + 3 = 6;etc. 



LESSON XLIII. 

Be sure that every pupil knows the value of each 
figure used. Should a pupil come in who has not 
had proper instruction with marks or objects, show 
him by marks how numbers represent things, thus : 

1111 = 4) _ 7 11111=5) _ 1n 

111 = 3 j '' 11111=5 j~ iU - 

Show him that the marks are not numbers, but that 
we count them thus : One, two, three, four ; and then 
say there are four marks. Then, as an easy wa}^ of 
stating the number four, we write the digit 4. The 
digit does not represent four things, but only a number, 
four. 



Block 2.] NUMBER LESSONS. 61 

Seat-work : Write answers to the following : 

5367478346452367872456 
47 5 3976973789565058656 



LESSON XLIV. 

Six is one part of fourteen ; name the other part, 
George. 

Seven is one part of fourteen ; name the other part, 
Nancy. Or say : I will name one part of twelve ; 
Samuel name the other part. Teacher says five ; Sam- 
uel says seven. The teacher will perceive the advantage 
of saying the same thing in as many ways as possible, 
but must always see that the pupil understands what is 
required of him. Take each pupil by himself, else the 
quick of thought will do all the work. 

Seat-work : Write all the pairs of numbers that make 
ten; eleven; twelve; thirteen; fourteen; fifteen. 

Copy neatly : 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 

Note. The teacher will see that all seat-work is done neatly 
and promptly. In order that right habits in these respects may be 
formed, much of the teacher's time will be required in showing- 
pupils how to do their work. 



LESSON XLV. 

See how quickly the pupils can recite from the board 
all the sums they have learned. 



62 




NUMBER LESSONS. 


[Block 2. 


Seat-work : 


Add quickly, and write answers to the 


following: 








5 7 6 9 
8 5 4 


3 
7 


89784639746 
63757585686 


7 5 4 
3 5 7 


8 3 7 3 5 
5 9 4 9 6 


48368349346 
75961572986 


8 5 7 
9 7 



Note. The pupils should write the sum instantly, as they have 
been taught to recite it ; i.e., they should know the sum of any two 
digits as they know a word, or as they know any single number by 
its form, and not think or name either of the digits in the column. 



LESSON XL VI. 

Say to the pupils 12 is made of two numbers, one is 
8 ; name the other. The same example may be written 
12 less 8 are how many ? or 12 — 8 = ? In all such 
examples teach the pupils to add a number to the 
smaller which will make the larger number. The bet- 
ter way to write examples for practice in subtraction is 
to write the less under the greater, thus : 



13 

-7 


9 
4 


8 7 5 3 4 
3 4 2 10 


5 

2 


14 

7 


15 

6 


15 

-8 


15 

9 


14 14 13 13 

6 9 8 5 


12 

6 


12 

7 


12 
4 



Write such numbers on the board, and have each 
pupil tell what number goes with the smaller number 
to make the larger. 

Since the pupils know what two numbers make any 
sum, they will tell instantly what to add to the smaller 



Block 2.J NUMBER LESSONS. 63 

to make the larger. The smaller number is one part of 
the larger, and they are to name the other part. 

Seat-work : Copy the numbers, and write their differ- 
ences, and then write the answers to these examples. 



LESSON XLVII. 

See how quickly each pupil will recite the sums of all 
the numbers that have been learned. 

Seat-work : Write the two numbers that make seven- 
teen ; sixteen ; fifteen ; fourteen : thirteen. 
Copy: 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 

Note. Pupils should be taught to work quickly and neatly. 
Much attention should therefore be paid to all seat-work. Do not 
give seat-work just to get rid of care. Good habits are most impor- 
tant, and are the result of constant care. 



LESSON XL VIII. 

Nine is one part of sixteen ; name the other part. 
Go through all the numbers in this way, until each 
pupil can tell the difference between any two numbers. 

Note. Write such examples as the above on the board, and 
have the pupil name the difference between the two numbers as 
you point to each example. 

Seat-work : Four is one part of eight ; write the 
other part, which is the difference between four and 
eight, below the line. 



64 NUMBER LESSONS. [Block 2. 

888877776666555 
-4 52632450345342 



13 


13 


13 


13 


13 


12 


12 


12 


11 


11 


11 


5 


8 


7 


6 


4 


7 


6 


4 


3 


9 


8 


11 


11 


10 


10 


10 


10 


10 


15 


15 


16 


16 


5 


7 


7 


6 


4 


5 


9 


6 


7 


8 


7 



LESSON XLIX. 

Recite sums from the board ten minutes each day. 

When any lesson does not contain this or a similar 
statement, it is to be taken for granted that it is because 
it has been said often enough to form the habit indi- 
cated by it. These recitations should be considered the 
most important of all number-work, until the pupil 
knows the sum of any two digits as familiarly as he 
knows the word boy or and at sight, and without 
spelling. 

Let the teacher say: I will name one part of thir- 
teen; Ned may name the other part. Say six; Ned 
says seven; etc. 

Practise in this way until each pupil will name the 
other part of any sum as soon as one part of it is given. 

Seat-work : Write all the pairs of numbers (one 
number of each pair above the other) that make nine ; 
ten ; eleven ; twelve ; fourteen ; fifteen. Also write 
the answers. 

Copy: 
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 



Block 2.] NUMBER LESSONS. 65 

LESSON L. 

In small classes, as in ungraded schools, less time 
should be given to board and oral exercises, and more 
to seat-work. When insufficient seat-work is provided 
in a lesson, the teacher will dictate additional examples, 
but will do well to confine them to ground already gone 
over. 

Seat-work : See how quickly and neatly each scholar 
will copy and write answers to the following : 

1234456754321234 

8765432156789987 



567896 5 498767123 
6654378956798654 



Block 3.] 67 



NUMBER LESSONS. 



LESSON I. 

Keep on the board all the following combinations, 
and have the pupils recite them every day until the 
whole class can recite all the sums in a minute or a 
minute and a quarter. 

1212123453217912345678 
Illiil!.?.! 4 !^ 8676544 ! 21 

1234554329876459879769 
98^656^8^3456987899785 

Seat-work : Copy the above and write the answers, 
and always write the answers to these printed examples. 
See how quickly and neatly each will do it. 

Note. The teacher will see that the date and name of pupil 
are written every day. 



LESSON II. 

Have the pupils recite the sums every day for ten 
minutes, until each pupil can tell the sum of any two 
numbers at sight. 



68 NUMBER LESSONS. [Block 3. 

Change the position on the board of each pair of 
numbers twice a week. At the same time invert the 

3 4 
numbers in each pair ; i.e., change 4 to 3, etc., so as to 
give both forms of every sum. 

For practice in reading sums, or adding, always write 
5 3 
in columns ; thus, 4 8, etc. 

Have the pupil tell the sum in one word ; e.g., for 
6 4 2, 
each of these, 1 3 5, he will say, seven. He must not 

name either digit. 

Seat-work : Copy and write answers to 

351843897867345686545 

42n5T29989_898T6H896 

43212345678943211234 

78987655432156787654 



LESSON III. 

Call upon each pupil to recite sums from the board 
as often as eveiy other day, and, if possible, every day. 
Point, skipping about, so that the pupil must see the 
sum. Be careful to change the order of reciting with 
each change of pupil. 

If the attention of any pupil wanders, call upon him 
to recite, and thus keep the class on the alert. 

On some days have each pupil recite four sums as you 
point to them. On other days each will recite till you 
say, " Next." Make some little change like this every 
day, to secure closer attention and to keep up the interest. 






Block 3.] NUMBER LESSONS. 69 

Seat-work : Write all the pairs of numbers that make 
ten ; eleven ; twelve ; thirteen ; fourteen ; fifteen ; six- 
teen ; seventeen ; and eighteen. Also write the an- 
swers. See how neatly and quickly each pupil can do 
this. 



LESSON IV. 

Keep on the board all the combinations of two digits, 
and practise reading the sums until each pupil can tell 
the sum of any two numbers at sight. 

Have the pupils tell the sum in one word ; i.e., for 
7 
3 say, ten. 

Seat-work: Copy the following, and write the an- 
swers : 

121234532112341234987 
11433^145676548765123 

65434565434567896789 
45987667899877659898 



LESSON V. 

Practise reading sums each day with individual 
pupils until all can tell any sum at sight. Give the 
slower pupils the most time and attention. Point, 
skipping about, so that the pupils must see the sum in 
each case. 

Seat- work : Write all the pairs of numbers (one 
number of each pair over the other) that will make 



70 NUMBER LESSONS. [Block 3. 

ten ; twelve ; nine ; eight ; thirteen ; fifteen ; eleven. 
Write the answer underneath each pair. 

What are these figures sometimes called ? 

Copy as neatly as you can :123456789 0. 

Do not forget date and name. 



LESSON VI. 

What two numbers make ten ? 

What two numbers make eleven ? 

What two numbers make eight? 

What two numbers make five ? etc. 

Have each pupil tell what two numbers make any 
sum you name. 

Teacher will name one part of a sum, and some pupil 
the other ; e.g., Nine is one part of fifteen ; what is the 
other ? 

Seat-work: Write the differences, i.e., write below 
the line the number which, added to the one just above 
the line, will make the upper number : 

12 12 12 13 13 13 13 11 11 11 11 11 10 

"J _ 8 _ 9 ^ I i^ I i _ 6 ! _ 8 i 

10 10 10 99998888777666 
-7 8 543503254356354 



LESSON VII. 

Read sums daily from the board, and give the slow 
pupils most of the time. Skip about as you point, so 
that the pupil must see the sum. 



Block 3.] 



NUMBER LESSONS. 



71 



Read the following sums, supplying the answers : 



9 + 4= . 


8 + 3 = 


6 + 9 = 


9 + 5 


9 + 5 = 


; 7 + 4 = 


; 5 + 4 = 


5 + 6 


9 + 2 = 


; 8 + 5 = 


; 9 + = 


6 + 3 


3 + 3 = 


; 8 + 4 = 


; 7 + 8 = 


; 6 + 8 


8 + 4 = 


; 9 + 3 = 


; 9 + 9 = 


; 7 + 9 


7 + 6 = 


; 8 + 1 = 


; 2 + 8 = 


; 4 + 9 


3 + 2 = 


; 4 + 3 = 


; 5 + 2 = 


; 6 + 3 



Seat-work: Write the above examples in columns, 
with the answers. (Also write the answers to them as 
they stand.) Make good figures. 



LESSON VIII. 

See how quickly each can recite all the numbers on 
the board. 

Once every week, at the least, change the order of 
the combinations ; also invert the numbers of each pair ; 

3 7 
thus, 7 to 3. 

Skip in pointing. Sometimes begin at the left hand, 
and other times at the right. 

Occasionally let the pupil point as he recites, but 
have him do it as quickly as possible. 

Seat-work : Copy in columns, with answers : 



9 + 3 = 


9 + 9 = 


; 7 + 4 = 


; 3 + 9 = 


7 + 3 = 


5 + 4 = 


9 + 5 = 


6 + 7 = 


9 + 8 = 


9 + 1 = 


; 5 + 2 = 


8 + 4 = 


8 + 1 = 


8 + 7 = 


8 + 3 = 


7 + 9 = 


8 + 2 = 


7 + 6 = 


13-8 = 


; 12 - 9 = 



11-4 = 



72 



NUMBER LESSONS. 



[Block 3. 



LESSON IX. 

What two numbers make thirteen ? 

What two numbers make fourteen ? etc. 

Eight is one part of fourteen ; name the other part. 

Teacher will name each of the digits as a part of 
fourteen, and then take other sums in the same way, 
until, as soon as one part of any sum from two to 
eighteen is given, the pupils can instantly name the 
other. 

Seat-work : Copy in columns, and write the remain- 
ders; also fill out the following examples: 



14 - 6 = 


, 4-3= ; 


10-3= ; 


14-7 = 


12-8 = 


10-5= ; 


15-6= ; 


15-7 = 


5-2 = 


13-0= ; 


15-9= ; 


8-3 = 


14-8 = 


; 8-5= ; 


17-8= ; 


11-6 = 


14-7= • 


13-8= ; 


9-2= ; 


13-4 = 


15-7= ; 


18-9= ; 


17-8= ; 


13 - 5 = 




16-7= ; 


11-9= . 





Copy neatly the following figures : 

10 11 12 13 14 15 16 17 18 19 20. 



LESSON X. 

Let each pupil see how quickly he can recite all the 
pairs of digits that make sums from two to eighteen. 

Seat- work : Write out in words all the pairs of num- 
bers that make five ; six ; three ; seven ; thus, Three 
and two are five. 



Block 3.] NUMBER LESSONS. 73 

Copy, with great care as to size and neatness, the 
following figures : 

1 2 3 4 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20. 

Let the teacher see all written work. 
Always write the date and sign your name to the 
lesson. 



LESSON XI. 

Read sums from the board for ten minutes each day, 
except when you have subtraction. On the latter 
occasions read differences. 

Write the following on the board for rapid work, and 
require the pupils to give the difference in each case in 

7 
one word; thus, — 2, five. 



14 
9 


15 14 16 11 11 11 12 12 12 12 11 9 

785379574384 


9 
3 


9 9 8 8 8 8 5 4 16 15 15 14 8 13 
52432710 8 6 9 5 5 7 


13 

6 


13 13 777777789 11 654 
9 5325310635 4213 



Seat-work : Fill out the answers to the above. 
Copy neatly : 10 11 12 13 14 15 16 17 18 19 20. 

Note. When the difference of two numbers is required, teach 
the pupil to add to the smaller number one that will make the 
larger. 



74 



NUMBER LESSONS. 



[Block 3. 



LESSON XII. 

See how quickly all can recite the combinations of 
the digits. 

Take each pupil in turn, and stop the one reciting as 
soon as another corrects him, and pass to the next. 

Seat-work : Write two numbers, one over the other, 
that will make the following sums : 

11 11 11 11 10 10 10 10 9 9 9 9 18 17 16 

16 16 15 15 12 12 12 12 13 13 13 14 14 14 

Write all the numbers from ten to twenty. 



LESSON XIII. 

Have concert-work a few minutes each week, but 
always caution, "softly," until a low and pleasant voice 
is secured. Call upon the slower pupils most frequently. 
Strive for rapidity and accuracy. 

See that each pupil knows that 13 — 6 is seven, just 
as he knows that a-n-d are "and" without spelling. 

Seat-work : Copy in columns, with answers : 



11-5 = 


15 - 8 = 


9-9 = 


6-3 


12-7 = 


; 13-5 = 


; 8 - = 


4-1 


13-4 = 


; 9-3 = 


! 5-1 = 


5-0 


17 - 8 = 


10-7 = 


; 9-4 = 


8-2 


15-9 = 


; 11 - 6 = 


8-3 = 


7-4 



14-6 



12-4 = 



10-4 



Block 3.] NUMBER LESSONS. 75 

Do not forget to write the date and your name on 
the lesson-block. 



LESSON XIV. 

Change the order of the combinations on the board 
each week, and at the same time invert the numbers of 
each pair of digits. Read sums rapidly ten minutes 
each day. 

What two numbers make fourteen? thirteen? fif- 
teen ? seventeen ? etc. 

Seat-work : Write in words all the pairs of numbers 
that make eleven ; nine ; eight ; thus, Six and five are 
eleven. 

Copy the following as neatly and quickly as possible : 

10 11 12 13 14 15 16 17 18 19 20. 



LESSON XV. 

The sum-reading is of most importance, because addi- 
tion is most frequently used in mathematical calcula- 
tions. The teacher will therefore keep up rapid and 
accurate sum-reading, so as to gain the greatest possible 
proficiency therein. Sum-reading is to be a part of 
each lesson almost without exception. 

Seat- work : Write in columns, with answers, and 
then fill out the answers in the following sums : 

4 + 8=; 8-6-; 3 + 5=; 12 + 9=; 
7 + 9=; 8-1=,- 7-4=; 15-8=; 



76 



NUMBER LESSONS. 



[Block 3. 



3= ; 


6 + 8= ; 


7 + 8= ; 


8-5 


T+ ; 


5-4 = ; 


9 + 7= ; 


6 + 9 


5= ; 


4 + 9= ; 


6 + 7= ; 


7 + 



Make neat and pretty figures. 
Show the work to the teacher. 



LESSON XVI. 

Keep up the board-drill until each pupil can recite 
the forty-five combinations in one minute. 

Seat-work : Write in words all the pairs of numbers 
that make twelve, thirteen, and fourteen. 

Copy neatly : 10 11 12 13 14 15 16 17 18 19 20. 

Note. Do not have a written exercise immediately follow an 
oral one on the same subject ; neither should one written lesson 
follow another. Give short lessons, with frequent change of sub- 
jects, and study to make each lesson as interesting and enthusiastic 
as possible. 



LESSON XVII. 

Nine is one part of fifteen ; name the other. 
Seven is one part of twelve ; etc. 
Take other numbers, and go through the class in this 
way. 

In all subtraction the larger number given is the sum 



of the smaller and some other number 



i.e.. 



the smaller 



number is one part of the larger, and the difference or 
answer is the other part. 

Require answers to the following: 



Block 3.] 



NUMBER LESSONS. 



77 



14 14 14 14 14 15 15 13 13 13 12 12 



- 5 


8 


7 


6 





8 


9 


7 


5 


9 


5 


8 


12 


12 


12 


9 


9 


9 


9 9 


9 


8 


8 8 


8 


8 7 


7 


- 7 


3 


4 


4 


3 


o 


5 


7 


3 


4 2 


6 


5 4 


2 


7 


7 7 


3 


5 


4 


6 


6 6 


6 


15 


15 


16 


16 


18 


- 6 


5 


1 


3 


2 


3 


4 1 


2 


3 


6 


8 


9 


9 



Seat-work : Copy the above in columns, with the 
answers, and always write answers to the printed ex- 
amples. 



LESSON XVIII. 

Seven is one part of sixteen ; name the other ; etc. 

What is the difference between thirteen and seven ? 

Fourteen less seven is what number? 

Take six marbles from twelve marbles, and how 
many are left? 

John has eight pencils, and Charlie four ; how many 
more has John than Charlie ? 

Seat-work : Write in columns, with the answers : 



5 + 7 = 


; 14 - 7 = 


9 + 7 = 


; 8-4 = 


17-9= ' 


; 15 - 8 = 


3 + 8 = 


; 6 + 8 = 


15-8 = 


; 9-4= ; 


9 + 5 = 


5 + 4 = 


13 - 6 = 


; 13 — 9= 3 


8 + 5 = 


7 + 9 = 


16-7 = 


; 13 + 7= ; 


9-5 = 


8-2 = 



LESSON XIX. 

Let the pupils, one at a time, make sums by naming 
two numbers, and the class or a single pupil answer ; 



78 NUMBER LESSONS. [Block 3. 

thus, I have seven cents in my pocket, and five cents in 
my hand; how many cents have I altogether? One 
hen has eight chickens, and another five; how many 
have both ? 

Seat-work : Write in words all the pairs of numbers 
that make ten, eleven, and five. 

Copy neatly: 10 11 12 13 14 15 16 IT 18 19 20. 



LESSON XX. 

Do not neglect reading sums from the board. See 
how quickly each pupil can read all the combinations. 
Time each one, and keep the record, subject to improve- 
ment. 

Let the pupils make stories, calling for the sum or 
difference of numbers applied to things, like this : Mary 
has seven apples, and her brother gives her eight more ; 
how many has she then ? 

Seat-work : Write in words all the pairs of numbers 
that make six ; thirteen ; fourteen ; seventeen ; thus, 
Four and two are six. 

Copy neatly : 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20. 



LESSON XXI. 

The stories that the pupils give are more for the sake 
of practice in the use of language than for the number- 
work, but will also teach the use of numbers as nume- 



Block 3.] NUMBER LESSONS. 79 

rals, and also that addition or subtraction is the same 
whether objects are named or not. 

Require the pupils to make good sentences when 
they give out sums. 

Seat-work : Copy in columns, and write the answers 



13-8= ; 


4+7= ; 9-3= ; 


5 + 9 


14-5= ; 


9+5= ; 3+4= ; 


9 + 8 


14-7= ; 


8+6= ; 6-4= ; 


7 + 6 


15-9 = 


; 16-7= ; 16- 


-9= . 



Note. The teacher will dictate more examples than given here 
when the pupils can easily do more in the time allowed. 



LESSON XXII. 

Eight is one part of twelve ; name the other part. 

Four is one part of seven ; name the other part. 

Give such examples, with other numbers, to each 
pupil, until all can tell the difference between any two 
numbers. 

Seat-work : Write in words, figures, and the Roman 
letters all the numbers from one to ten, 1 to 10, I to X. 
See how many can get all of them right. 

Note. If the pupils need it, let the teacher first write the 
above on the board, erase, and, after the class has finished, re-write 
them, that the scholars may compare their own work with the same. 



LESSON XXIII. 

Recite sums from the board as rapidly as possible 
every day. Do not allow the pupils to name either of 



80 



NUMBER LESSONS. 



[Block 3. 



the written figures or hesitate long enough to think 
them. 

Change the order of the combinations, and invert 
each pair of digits, every week. See how quickly each 
pupil can recite all of them. 



Seat-work : Write in ( 


columns, with t 


le answers: 


9 + 3 = 


3 + 5 = 


6 + 7 = 


9 + 9 = 


8 + 4 = 


4 + 4 = 


8 + 8=* 


9 + 7 = 


7 + 5 = 


; 6 + 3 = 


; 5 + 3 = 


7 + 8 = 


3 + 7 = 


7 + 7 = 


;• 2 + 3 = 


6 + 9 = 


4 + 9 = 


6 + Q = 


; 7 + 1 = 


; 5 + 6 = 


8 + 7 = 


5 + 9 = 


; 9 + 2 = 


7 + 9 = 


6 + 9 = 


4 + 7 = 


9 + 8 = 


; 5 + 4 = 



LESSON XXIV. 

Three is one part of nine ; name the other, etc. 

Thirteen is made of two numbers : one is seven ; tell 
the other, etc. 

What is the difference between eight and three ? 

The difference between any two numbers is the num- 
ber which, added to the smaller, will make the larger. 

Seat-work : Fill out answers to these examples, and 
then write the whole in columns : 



14-6 = 


16-8= ; 


9-5 = 


5-2 = 


15-8 = 


14-5= ; 


8-3 = 


6-0 = 


13-5 = 


11-8= ; 


7-2 = 


4-1 = 


18-9 = 


11-4= ; 


9-3 = 


8-3 = 




6-4 = 


— , 





Block 3.] NUMBER LESSONS. 81 

LESSON XXV. 

Let the pupils give out sums or call for differences, 
thus: John has nine marbles, and Charlie has five. 
How many have both boys ? I earned seven cents, and 
spent four. How many have I left? 

Require a good sentence for each example ; also have 
the statement as prompt as possible. 

Seat-work: Write the pairs of numbers that make 
the following sums : 

14 14 11 12 9 10 8 7 6 11 13 

18 16 15 15 13 4 3 6 5 8 
Also answers to the following : 

8+7= ; 6+5= ; 5+4= ; 3+6 ; 

5 + 5 = ; 12-6=; 14-7=. 



LESSON XXVI. 

See how quickly each pupil can recite the forty-five 
combinations from the board. Have each pupil go to 
the board and point as he recites. Let any one correct 
a mistake if he can do so before the next sum is recited, 
and then let the one reciting take his seat. 

Rapidity and accuracy are the great points to be 
regarded. 



82 NUMBER LESSONS. [Block 3. 

Seat-work : Write in words all the pairs of numbers 
that make fourteen ; sixteen ; twelve. Thus : seven 
and seven are fourteen. 

Copy carefully : 
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20. 



LESSON XXVII. 

Do not cease reading sums until all can tell the sum 
of any two numbers at sight, and know seventeen as 

9 
readily by 8 as 17, and with a single thought, or as one 

word. 

Seat-work: Write all the pairs of numbers that 
make the following sums: 



13 


13 


13 


12 


12 12 10 


10 


10 10 


10 


10 


9 


9 


9 


9 15 15 


16 


16 17 


18 



LESSON XXVIII. 

Recite differences from the board in examples like 
the following: 

13 13 12 12 14 14 9 9 9 10 10 10 

-578765357387 



Block 3.] 



NUMBER LESSONS. 



83 



10 10 11 16 15 17 15 15 11 11 11 16 



- 6 


1 


7 


8 


6 


8 


7 


9 


6 


8 


4 


2 


8 


5 


6 


7 


7 


6 


6 


7 


8 


11 


13 


13 


- 3 


1 


4 


3 


5 


1 





7 


1 


3 


7 


5 



Seat-work : Write the answers to the above neatly 
and quickly. 

Let the teacher see how well you have done them. 



LESSON XXIX. 

Recite sums daily, and, as you have time, let the 
pupils make examples. 

Caution the pupils to give simple examples, and, in 
all cases, require good language. 

Illustration : My bank had twelve cents in it ; I took 
out five cents ; how many cents were left ? 

Seat-work : Fill out answers to the following, and 
then write the whole in columns : 



13-8 = 


; 11-7 = 


8-3 = 


; 8 + 5 


15-7 = 


; 11 - 5 = 


9 + 4 = 


8-0 


16-9 = 


10-6 = 


5 + 2= ; 


6 + 3 


14-7 = 


10-8 = 


7-5 = 


9-3 


13-9 = 


, 10 - 7 = 


; 13 - 6 = 


; 9-5 



LESSON XXX. 

Recite sums from the board every day. 

At one time have each pupil recite four, and at 



84 



NUMBER LESSONS. 



[Block 3. 



another time three or five sums, and let the next pupil 
begin without being called upon. 

Often change the method of reciting, so that attention 
will be secured, and the interest kept up. 

Seat-work : See how quickly each pupil will write 
the answers to the following : 

75938345634898864 
6 8 4 7 5 96^5456__997_6»5 

36586789783459323 
74937546959894579 



LESSON XXXI. 

Recite differences from the board. 

What two numbers make thirteen ? 

What two numbers make eleven ? 

Who wants to give an example, or tell a number- 
story, for some one else to answer ? as, The black hen 
had nine chickens, but a hawk caught two of them. 
How many had she left ? 

Copy in columns, and write answers : 



12-9 = 


14-7 = 


9-0 = 


4-3 = 


16-8 = 


13-4= ; 


7-5= ; 


9-4 = 


15-8 = 


12-7 = 


7-6 = 


9-2 = 


15-7 = 


11-9= . 


9-5 = 


2-1 = 


13 - 5 = 


8-4 = 


3-2 = 


9-9 = 


16-9 = 


; 8-5 = 


6-3 = 


; 6-3 = 


13-8 = 


; 4-4 = 


; 9-5 = 


8-5 = 


11- 


3= ; 12- 


5= ; 13 


-8= . 



Block 3.] 



NUMBER LESSONS. 



85 



LESSON XXXII. 

Change the numbers on the board every week by 
inverting the numbers of each pair, and also placing the 
pairs differently, so that the pupils must see each pair 
as they tell the sum. 

Be sure that all the combinations are kept on the 
board for practice in sum-reading. 

Seat-work : Fill out the answers to the following, and 
then write the whole quickly and neatly in columns : 



4 + 9 = 


; 5+8= ; 


6 + 7 = 


9 + 5 = 


7 + 9 = 


8 + 9= ; 


3 + 8 = 


4 + 6 = 


7 + 2 = 


3 + 6= ; 


2 + 9 = 


4 + 8 = 


9 + 3 = 


1 6+9= ; 


3 + 9 = 


5 + 7 = 


6 + 9 = 


8 + 8= ; 


5 + 7 = 


4 + 3 = 


5 + 1 = 


I 1+9= ; 


2 + 6 = 


; 1 + 5 = 



LESSON XXXIII. 

Recite sums rapidly every day, until each pupil 
recites the forty-five sums in about one minute. 

All must know the sum of any two numbers in col- 
umn, as they know a word without spelling it. 

Seat- work : Write in columns all the pairs of num- 
bers that make nine ; ten ; eleven ; twelve ; fifteen ; 
seventeen ; sixteen ; thirteen. 

Notice that each number given is the sum of two 
numbers; write all such pairs of numbers in columns, 
with the sums under them. 

Copy: 11 12 13 14 15 16 17 18 19 20. 



86 



NUMBEB LESSONS. 



[Block 3. 



LESSON XXXIV. 

What two numbers make thirteen ? fifteen ? eleven ? 
etc. 

Teacher will name one of the numbers, and the pupil 
quickly name the other, making any sum called for. 

Seat-work : Copy in columns, and write the answers 



13-5 = 


8-2 = 


16-9 = 


7-5 = 


15 - 9 = 


10 - 7 = 


; 10 - 4 = 


6-1 = 


11-7 = 


11-5 = 


; 9-0 = 


3-0 = 


11-4 = 


13-7 = 


; 17 - 9 = 


5-3 = 


8-5 = 


15-9 = 


; 13-8 = 


7-4 = 


12-7 = 


17-8 = 


; 8-3 = 


8-6 = 



-5 



LESSON XXXV. 

Recite sums from the board ten minutes each day. 

Who wishes to tell a number story? as, I have five 
marbles in one pocket, and six in the other. How 
many marbles in both pockets ? 

After the story is told, call upon pupils at random for 
the answer. This will secure attention. 

Seat-work : Write answers quickly to : 
875927489538354656 



924385776474968 



15 7 5 
4 5 6 3 2 4 



376585328345372138979 
818734671387631156998 



Make neat and not too large figures. 



Block 3.] NUMBER LESSONS. 87 

LESSON XXXVI. 

Six is one part of thirteen ; name the other part. 

Fifteen is made of two numbers : one is eight ; tell 
the other. 

What is the difference between fourteen and eight ? 

Who can tell how many eggs there are in a dozen ? 

If you break three out of a dozen eggs, how many 
will you have left ? 

I had a dozen eggs and broke five of them ; how 
many had I left? 

Seat-work : Write in words all the pairs of numbers 
that make six, seven, nine, and ten. 

Copy neatly : 
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20. 



LESSON XXXVII. 

Who will tell a number story, and call upon some 
one else to answer it? as, I went to the beach and 
picked up seven pebbles, and John gave me eight more. 
How many had I then ? 

It will take but a few days to get all the pupils inter- 
ested in these language and number lessons combined. 
Select easy numbers, and have simple stories. Secure 
good sentences. If a story be not well stated at first, 
let another pupil give it in other words. 

Seat-work : Write in words all the pairs of numbers 
that make ten, eight, four, and three. 
Copy neatly: 123456789 0. 



88 NUMBER LESSONS. [Block 3. 



LESSON XXXVIII. 

See how quickly each pupil can read all the sums on 
the board. 

Time each pupil, and keep the record. Let each 
recite until he makes a mistake and some one- corrects 
it before he recites the next sum. 

Whenever time can be afforded for it, let each try to 
improve his record. 

Seat-work : Write in columns all the pairs of num- 
bers that make five, four, eleven, twelve, eighteen, 
seventeen, thirteen, fifteen, and sixteen. 

Copy as neatly as possible :123456789Q. 



LESSON XXXIX. 

What two numbers make five ? 

What two numbers make eight? 

Teacher name one of the numbers, and the pupil 
quickly give the other; e.g., nine is one part of four- 
teen ; name the other. 

Let some pupil tell a number story each day. After 
it is told, name the pupil who is to answer it, or allow 
the one who gives the story to select him. 

Read the following and give the answers : 



8-2= ; 


13-4= ; 


15-9 = 


; 17-8 


18-9= ; 


13-6= ; 


14-7 = 


15-8 


8-3= ; 


7-0= ; 


8-3 = 


; 16-7 


17-9= ; 


7-5= ; 


5-3= . 


2-1 



Block 3.] 



NUMBER LESSONS. 



6-4= ; 


13-7= ; 


15-7= ; 


10-5 


10-7= ; 


11-6= ; 


11-7= ; 


11-5 



Seat-work: Write out the above in columns, with 
answers. 



LESSON XL. 

Recite sums rapidly every day. Point for each pupil 
as fast as he can tell the sums. 

Some one make a number story ; as, John has nine 
pencils, and Charles has six pencils. How many pencils 
have the two boys ? 

The teacher is to give similar stories until the pupils 
volunteer to tell them. 

Seat-work : See how quickly each pupil can write the 
answers to the following sums : 

597578934346539 



8 


3 


6 


3 


9 


6 


4 


8 


9 


5 


6 


9 


6 


7 8 


5 
9 


3 
4 


2 

6 


8 
3 


5 
4 


7 
8 


9 

7 


9 
9 


8 
8 


7 

7 


6 
6 


5 
5 


4 
4 


3 2 
3 2 


5 
1 


2 
7 


8 
1 


3 
4 


5 
4 


8 

7 


3 

2 


5 
6 


7 
4 


3 

9 


8 
4 


3 
6 


4 
3 





LESSON XLI. 

Who wishes to tell a number story ? as, Mamma had 
fourteen hens, but a fox caught nine of them. How 
many are left, Mary Anderson? If Mary cannot tell, 



90 NUMBEK LESSONS. [Block 3. 

call upon another pupil, or for any one who knows the 
answer, but do not proceed in the same way every day. 
The above example is the same as, Nine is one part 
of fourteen ; what is the other part ? 

Seat-work : Read the following, and then write them 
in words, together with the answers : 



13-5 = 


= ; 15- 


-9 = 




17- 


-8 = 


i 


5- 


-2 = 


14-7 = 


= ; 15- 


-7 = 




9- 


-5 = 


J 


8- 


-6 = 




16- 


-8 = 




14- 


8 = 


. 






Copy 


neatly : 1 


2 3 


4 


5 6 7 


8 9 


0. 







LESSON XLIL 

Call upon the slower pupils to read sums, and have 
all the others look closely to see if they can correct a 
mistake before the one reciting names the next sum. 
Or, when a mistake is made, the teacher may point 
again to the same sum. 

Seat-work: Write in words, with the answers, all 
pairs of numbers that make seven, eight, and nine. 
Copy neatly : 10 11 12 13 14 15 16 17 18 19 20. 

Note. See that the pupils understand what is required of them 
before attempting any seat-work. Introduce a lesson on some 
other subject between the oral and seat-work in numbers. 



LESSON XLIII. 

Rapidity and accuracy in reading sums will prepare 
the pupil for future work; therefore do not fail to 
secure these qualities. No one able to read all the 



Block 3.] NUMBER LESSONS. 91 

combinations of two digits in one minute will fail in 
any use of numbers after the multiplication table has 
been learned. 

Help the slower pupils by extra drill. Let them 
recite until all can read the forty-five combinations on 
the board in one minute, or know and name the sum of 
any two numbers at sight as if it were a word. 

Seat-work: Write in columns all the pairs of num- 
bers that make fifteen ; fourteen ; thirteen ; sixteen. 



LESSON XLIV. 

What two numbers make nine? 

What two numbers make ten ? etc. 

Teacher will name one of the numbers, and some 
pupil the other ; thus, Eight is one part of fourteen ; 
what is the other part ? 

Seat-work: Write the answers, i.e., the differences, 
or remainders, in the following examples : 



14 


13 


14 


15 


16 


15 


14 


9 : 


L0 


11 


11 


12 


13 


14 


5 


8 


6 


7 


9 


6 


8 


5 


4 


6 


5 


7 


6 


9 


15 


8 9 


7 


8 5 


6 8 


12 


11 


10 


6 


8 9 


10 


11 


12 


15 


8 


3 4 


6 


1 


2 3 


3 


9 


7 


3 


5 3 


1 


4 


8 


9 


17 


18 


11 


12 


7 5 


6 8 


9 


10 


11 


11 


15 


16 


17 18 


8 


9 


8 


9 


2 


1 2 


5 


8 


4 


7 


9 


8 


9 


9 



92 NUMBER LESSONS. [Block 3. 



LESSON XLV. 

See how quickly each pupil can read the sums on the 
board. 

What two numbers make thirteen ? 
What two numbers make eleven ? etc. 

Seat-work : See how quickly each can write the sums 
of the following : 



8 

7 


9 
4 


3 
5 


7 
6 


3 

9 


4 

7 


8 
5 


6 

7 


3 
4 


7 
5 


6 

8 


9 
4 


7 
8 


9 

6 


6 
5 


8 
6 


9 
4 


3 

7 


5 

6 


7 
4 


8 
5 


6 

6 


7 
6 


8 
8 


7 
9 


6 
6 


3 
4 


5 
4 


6 
3 


5 

8 


4 

2 


3 
1 


5 
6 


4 

7 


8 
3 


9 
5 


6 

8 


9 

7 


8 
9 


4 
5 


3 
6 


5 

2 


8 
3 


4 
3 


3 
6 


9 

8 


5 
9 


3 

6 


5 

8 


4 
4 


5 
5 


6 
6 







Exercise: Let the teacher name a number, as six- 
teen, and the first pupil called upon can name one of its 
parts, the next the other number which makes the sum, 
sixteen. Let it be done rapidly. 



LESSON XL VI. 

Put the following on the board for drill in reading 
sums, or addition, of two numbers : 



9 

9 


18 2 8 

19 18 


7 
9 


2 
2 


1 
3 


8 6 1 
7 9 4 


3 7 8 

2 7 6 


9 12 3 4 5 6 
5 5 4 3 9 8 7 


3 2 

4 5 


1 

6 


6 5 4 3 

6 7 8 9 


7 
1 


6 

2 


5 

3 


4 2 3 4 5 1 

4 9 8 7 6 8 


2 3 4 5 4 3 2 

7 6 5 5 6 7 8 


1 

9 



Block 3.] NUMBER LESSONS. 93 

Seat-work : Write the answers to the above as quickly 
as possible. 

Make good figures. Show them to the teacher. 



LESSON XLVII. 

Recite all that is on the board until all the pupils can 
tell the sums in about one minute. They must read 
the sums as readily as they read simple words. 

How many things in a dozen ? 

Who will ask a number question? like, One dozen 
pencils less four pencils are how many pencils ? 

What do you get at the store by the dozen ? 

Seat- work : Write in columns, with the answers, all 
the pairs of numbers that make eight ; ten ; five ; nine ; 
seven ; six ; eleven ; thirteen ; twelve ; eighteen ; six- 
teen ; fifteen ; fourteen. 

Make your figures like these : 1 2 3 4 5 6 7 8 9 10. 



Block 4.] 95 



NUMBER LESSONS, 



LESSON I. 
Recite differences from the board, thus. 
13 14 12 11 10 11 10 11 9 12 14 



7 


6 


5 


7 


4 


8 


7 


6 


5 


7 


9 


L5 


16 


17 


14 


15 


18 


13 


14 


11 


9 


8 


6 


8 


9 


8 


7 


9 


8 


5 


9 





3 


9 


7 


8 


6 


5 


7 


9 


11 


12 


15 




4 


2 


1 


2 


3 


4 


5 


6 


3 


6 





Seat-work : Write the answers to the above quickly 
and neatly. 

Never forget to put the date and your name to the 
lesson. 



LESSON II. 

See how quickly each pupil can recite all the sums on 
the board. 

Let some one tell a number story ; as, John has five 
cents, Charles has seven cents ; which has the more 
money, John or Charles? 



96 NUMBER LESSONS. [Block 4. 

Seat-work : Write all the pairs of numbers that make 
eighteen ; sixteen ; fourteen ; twelve ; seventeen ; fif- 
teen ; thirteen ; eleven. 

Write them in columns, with the answers. Do the 
whole as neatly and quickly as you can. 



LESSON III. 

Recite the differences in the following examples : 

13 14 15 16 10 13 11 12 13 
-569769654 



11 


12 


12 


12 


11 


10 


9 


8 


7 


7 


5 


9 


8 


4 


5 


4 


3 


2 


5 


4 


8 


18 


17 


16 


15 


13 


12 





1 


3 


9 


8 


7 


8 


9 


6 



Seat-work : Copy the above, and quickly write the 
answers. 

Note. At the proper time the teacher will ask such questions 
as, How many days in a week? Who can name them? Or, How 
many inches make a foot? etc. 



LESSON IV 

Write on the board all the combinations of the nine 
digits, one number of each pair above the other. 

These numbers should be recited ten minutes every 
day until all in the class read the sums in one minute, 
or a minute and a quarter at the longest. 



Block 4.] NUMBER LESSONS. 97 



9 8 
9 9 


6 
9 


7 
8 


7 

7 


8 
6 


9 6 

5 7 


5 

8 


4 
9 


3 
9 


4 5 

8 7 


6 
6 


9 

2 


8 
3 


7 
4 


6 

5 


1 

9 


2 

8 


3 
7 


4 5 
6 5 


5 

4 


6 

3 


7 
2 


8 
1 


4 3 
4 5 


2 
6 


1 
7 


1 
6 


2 3 
5 4 


5 
1 


4 

2 


3 
3 


3 

1 


2 
3 


1 
4 


1 

2 


1 
1 



Seat-work : Copy the above, and write the answers. 
Also study carefully the numbers that make each sum. 

Write the date and your name at the end of each 
lesson. 

LESSON V. 

See how quickly each pupil can recite all the sums on 
the board. 

The pupil must tell the sum without naming either 

8 
of the numbers that compose it ; thus, for 7, say fifteen ; 

7 
for 5, say twelve ; etc. 

Have each pupil tell what two numbers added 
will make twelve ; thirteen ; fifteen ; seventeen ; eigh- 
teen ; etc. 

Seat-work : Write all the pairs of numbers that make 
eighteen ; sixteen ; fourteen ; twelve ; eleven ; thirteen ; 
fifteen; and seventeen; with the answers underneath. 

Make neat and pretty figures. 



LESSON VI 

Pupils who know the sum of any two digits at sight 
will be. prepared for any use of numbers, and on this 



98 NUMBER LESSONS. [Block 4. 

account it is the most important number work that can 
be done. 

Read sums daily until all can recite, in any order, all 
the forty-five sums of two digits in one minute. 

Seat-work : Write in words the numbers that make 
nine, ten, and eleven ; thus, Five and four are nine. 
Eight and one are nine, etc. 

Copy neatly : 10 11 12 13 14 15 16 17 18 19 20. 



LESSON VII. 

Read sums daily. Call most frequently upon the 
slower pupils, and require those not reciting to look and 
see if any mistakes are made. 

Let any pupil correct a mistake, if he can do so before 
the one reciting names the next sum. 

If one pupil does most of the correcting, ask him to 
stop doing so, and see who else can do it. 

Point as rapidly as the pupil can recite, in order to 
train the eye to rapid and accurate action. 

Seat-work : Write all the pairs of numbers that make 
two, three, four, five, six, seven, eight, nine, ten, eleven, 
and twelve. See how quickly and neatly you can do this. 

Show the result to the teacher. 



LESSON VIII. 

Do not be afraid of wasting time by trying to thor- 
oughly master the sums of two numbers, since all 
possible addition depends upon just this knowledge. 



Block 4.] NUMBER LESSONS. 99 

Every minute properly spent in learning these sums will 
save hours of time in future work of arithmetic or book- 
keeping. 

What two numbers make nine ? eleven ? thirteen ? 
fifteen? etc. 

Seat-work : Write all the pairs of numbers that make 
ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, 
seventeen, and eighteen. Also write the answers under- 
neath. 

The teacher must require accuracy and rapidity. 

Do not omit the date and your name. 



LESSON IX. 

Read sums rapidly each day, until every pupil recites 
all the sums of two digits in one minute. 

Who will give an example, or tell a number story, 
such as : Two boys had, together, a dozen marbles ; 
each had the same number. How many marbles had 
each boy? 

Seat-work : See how quickly each pupil can write the 
answers to 



3 
8 


5 
4 


2 

6 


7 
3 


4 
1 


5 



7 
8 


9 
4 


8 
6 


7 
5 


6 
4 


2 
9 


3 
4 


2 
8 


5 
6 


7 
9 


8 
8 


9 
9 


4 

7 


5 
9 


7 
6 


8 
5 


4 

9 


7 

2 


8 
1 


3 

8 


7 
1 


5 
9 


4 
8 


6 
9 


8 

7 


9 

6 


3 

9 


4 
7 


6 

6 


8 
8 


7 
7 


5 
5 


4 
4 


3 

7 


5 

6 


4 

9 


5 

8 


6 

7 


6 
9 


8 
9 


9 
9 


7 
8 


9 
5 


7 
4 





100 NUMBER LESSONS. [Block 4. 



LESSON X. 

What two numbers make fifteen? fourteen? thirteen? 
eleven ? 

Teacher will name one of the numbers, and a pupil 
will name the other quickly ; thus, Nine is one part of 
fifteen ; name the other part, John. John answers, Six. 

Have each pupil answer such questions until all can 
instantly tell the difference of any two numbers from 
two to eighteen. 

Seat- work : Write the answers to 



14 

- 6 


11 

9 


14 

7 


15 

9 


15 

8 


11 

6 


11 

8 


11 

7 


11 

9 


12 

3 


12 

4 


12 
5 


12 

6 


10 
- 5 


10 
1 


9 

6 


9 
5 


8 
4 


8 
3 


7 
3 


7 
5 


9 
4 


8 
3 


6 

9 


15 

7 





LESSON XI. 

When the difference of two numbers is required, 
pupils are to think the number which, added to the 
lower or smaller, will make the upper or larger number. 
Or, what is the same, the upper number is in two parts ; 
the lower number is one of the parts, and the pupils are 
to name the other. 

Write on the board, for practice in telling differences, 
the following: 

9 8 9 12 12 13 13 14 14 14 11 
-53437597565 



Block 4.] 



NUMBER LESSONS. 



101 



11 11 11 

7 9 3 



9 9 
3 7 



8 5 
2 



6 7 
2 4 



9 


7 


13 


13 


13 


14 


14 


15 


3 


4 


5 


1 


5 


4 


6 


8 


9 


8 


9 


1 


3 


2 


6 


7 


7 


9 


8 


10 


10 


10 


10 


10 




3 


3 


4 


2 





4 


3 


5 


8 


1 





Seat-work : Copy the above, and write the answers 
underneath. 



LESSON XII. 

Change the numbers on the board every week, and 
read sums or differences daily. Rapidity and accuracy 
are to be secured before taking up any other number 
work. 

Some one tell a number story; as, Two boys had 
eight marbles each. They played " for keeps," and one 
gained four from the other. How many had each then ? 

Seat-work : Write all the pairs of numbers that make 
ten, twelve, fourteen, sixteen, eighteen, eleven, thirteen, 
fifteen, and seventeen, with the answers. 

Write quickly, and make good figures. 



LESSON XIII. 

See how quickly the slower pupils can recite all the 
sums on the board. Make this exercise as interesting 
as possible, for interest is the mother of memory. 



102 



NUMBER LESSONS. 



[Block 4. 



Keep a record of the time of each pupil, and as often 
as possible let each one try to improve his record. 

Seat-work : See how many can write in columns all 
the pairs of numbers that make two, three, four, five, 
six, seven, eight, nine, ten, with answers, in ten minutes. 

Copy neatly : 10 11 12 13 14 15 16 17 18 19 20. 



LESSON XIV. 

Seven is one part of thirteen ; name the other part. 

Teacher will give other examples in the same way, 
calling upon the slower pupils to name the parts not 
mentioned. 

Fannie bought a doll for fifteen cents, but she let it 
fall and broke its nose, and then she sold it to Nellie for 
five cents. How much did she lose ? 

The teacher will use these and similar stories to in- 
duce the pupils to make them. 

Seat-work : Read the following, and write them in 
columns with the answers : 



13-5= ; 


14-6 = 


15 - 9 = , 


11-8 


12-7 = 


9-5 = 


; 14 - 9 = 


15-7 


16-8 = 


8-5 = 


; 7-0 = 


6-1 


7-4 = 


9-7 = 


; 9 - 4 = 


15-8 


11-7 = 


; 12 - 6 = 


; 11-9 = 


18-9 



Block 4.] 



NUMBER LESSONS. 



103 



LESSON XV. 

Recite sums rapidly from the board ten minutes 
each day. 

See who can answer the following: John's mother 
gave him twelve cents, and his brother Charles eight 
cents. How many more cents has John than Charles ? 
Or, John shovelled snow and earned twelve cents ; he 
gave his brother four cents for helping him. How much 
had he left? 

Seat-work : See how quickly each pupil can write all 
the pairs of numbers that make eleven, twelve, thirteen, 
fourteen, fifteen, sixteen, seventeen, and eighteen, with 
the answers underneath. 



LESSON XVI. 

Mary, see how many pairs of numbers you can write 
that make eleven. 

All in that row of seats write in columns all the pairs 
of numbers that make ten. 

Call upon other pupils for other numbers in the same 
way. They are to use the same pair of numbers but 

9687 9 68 7 

once ; as, 6 or 9, 7 or 8, but not 6 and 9, 7 and 8, etc. 

Seat- work : Copy in columns, with the answers : 



9 + 8 
9 + 6 
8 + 3 

4 + 7 



7 + 6 = 
3 + 4 = 
9 + 4 = 
6 + 3 = 



5 + 8 = 
5 + 7 = 
7 + 8 = 
5 + Q = 



7 + 5 
6 + 5 

3 + 2 

4 + 8 



104 


NUMBER LESSONS. 


[Block 


8 + 9 = 


1 + 2 = 


6+0 = 


; 8 + 5 = 


7 + 9 = 


8 + 5 = 


; 4 + 7 = 


3 + 2 = 


5 + 5 T 


6 + 7 = 


8 + 4 = 


1 + 3 = 


2 + 9 = 


3 + 4 = 


7 + 1 = 


' 8 + 2 = 


3 + 5 = 


; 4 + 2 = 


7 + = 


1 + 1 = 



LESSON XVII. 

See how quickly each pupil will read all the sums 
made in columns of two digits each. 

Let the pupil go to the board and point as he recites, 
but when he makes a mistake, and is corrected, he will 
take his seat. 

The sums are : 



9293287126732198765445 



9 13 12 8 



9834556712398 



6432134561234987612345 

7 45U98H8H52H598T65 

Seat-work : Copy these, and write the answers. 



LESSON XVIII. 

Pupils who can tell what two numbers make any sum 
will be able to subtract without hesitation, because in 
subtraction the sum has become the minuend, and the 
subtrahend is one of the two numbers that make the 
sum, or one part of the larger number, and the remain- 
der, or difference, is the other. 



Block 4.] NUMBER LESSONS. 105 

Who can answer this? Samuel had nine marbles, 
and Frank had fourteen ; Samuel won five from Frank ; 
how many had each boy then ? 

Seat-work : Write in columns all the pairs of num- 
bers that make eight, nine, ten, eleven, thirteen, fifteen, 
seventeen, twelve, fourteen, sixteen, and eighteen, with 
the answers. 



LESSON XIX. 

Recite sums rapidly each day until all the pupils read 
the sum of any two digits as they read words without 
spelling them. 

Who can answer this ? John had a dozen eggs in a 
basket, and broke five of them. How many had he 
left? 

Can any one tell a similar story ? 

Seat-work : See how quickly each can write the 
answers to 



9 

8 


3 2 5 

4 6 3 


4 6 

7 5 


7 
8 


9 
5 


8 7 4 7 8 9 
6 3 6 5 3 4 


7 
8 


6 5 3 4 5 

7 4 6 2 1 


7 
5 


8 5 

9 8 


3 

6 


7 
9 


2 4 7 

8 3 6 


9 6 
5 4 


3 

7 


2 
9 


8 5 3 9 2 4 
7 9 3 4 9 5 


6 

2 


19 5 4 2 

7 15 6 8 


7 
3 


9 9 
9 8 


7 
8 



LESSON XX. 

What two numbers make fourteen ? eleven ? twelve ? 

Teacher will name one of the numbers, and some 

pupil the other. Recite sums from the board each day. 



106 NUMBER LESSONS. [Block 4. 

Mary has seven pears, and Sarah has nine. How 
many have both? Who can tell another story? 

No matter how simple or easy these stories are, if you 
can only get the pupils interested to tell them. 

Seat-work : Write all the pairs of numbers, and their 
answers, that make seven, eight, nine, ten, eleven, and 
twelve. 

See how quickly and neatly you can do it. 

Show the work to the teacher. 

Do not forget name and date. 



LESSON XXI. 

Eight is one part of fifteen ; name the other. 

Seventeen is made of two numbers : one is nine ; what 
is the other ? 

What is the difference between eleven and seven ? 

Thirteen minus six equals what? 

Show the pupils that these are all the same thing, but 
differently stated; that the larger number is in two 
parts, and the smaller number is one of the part3. 

Seat-work : Write the answers to 



13 


15 


14 


16 


16 


12 


12 


12 


13 


13 


14 


8 


7 


9 


8 


7 


5 


8 


9 


6 


7 


5 


14 


17 


9 


9 


10 


10 


10 


8 


8 


7 


7 


8 


9 


3 


5 


4 


9 


7 


3 


4 


5 


4 


6 


5 


4 


11 


11 


11 


5 


4 


3 


16 


18 





1 


2 


6 


4 


8 


4 


3 


1 


9 


9 



Block 4.] 



NUMBER LESSONS. 



107 



LESSON XXII. 

See how quickly each pupil can read all the sums of 
two digits each from the board. 

Jane had a dozen pencils, and gave her brother half 
of them. How many had each then ? 

Let each pupil be ready with a story like any that 
have been given, so that there may be as many as possi- 
ble at each lesson. 

Seat-work : Copy in columns, with the answers ; 
then write the answers to these examples, and see if 
they agree. 



14-6 = 


13-9 = 


11-7 = 


3 + 4 = 


5 + 6 = 


5 + 9 = 


8 + 9 = 


7 + 6 = 


6 + 5 = 


9-7 = 


8-4 = 


13-7 = 


14-9 = 


3 + 8 = 


4 + 3 = 


5 + 7 = 


7 + 7 = 


8 + 7 = 


6 + = 





LESSON XXIII. 

Recite sums each day rapidly. 

When your pupils thoroughly know the sums of any 
two digits, show them that all the numbers from ten to 
eighteen (10 to 18) have two places ; i.e., a number of 
units and a ten or a one (1) in the second or tens' place. 
Thus, that twelve is two units and one ten. 

Have the pupils recite only the units in the numbers 
from ten to nineteen, thus : for fifteen, say five ; for 

9 
thirteen, say three ; but for ten, say ten. 6 is 5. Six 
added to nine will always give five units. 



108 NUMBER LESSONS. [Block 4. 

Seat-work : Write all the pairs of numbers that make 
eighteen, seventeen, sixteen, fifteen, fourteen, thirteen, 
twelve, eleven, and ten, with the answers underneath. 



LESSON XXIV. 

Teacher will name pairs of numbers from ten to 
eighteen, and pupils will answer by naming only the 
units of the sum, thus : teacher says, seven and six, and 
pupil answers, three. 

Write pairs of numbers on the board, and have the 
pupils name the units, or endings of the sums, thus : 
teacher writes 9 and 7 ; pupil says, six. 9 and 7 are 
six, and 29 and 7 are six. Any number of units that 
make sixteen will give six units and add one to the tens. 

Seat-work : Write in words all the pairs of numbers 
that make eleven* twelve, and thirteen. 



LESSON XXV. 

Pupils will recite sums of numbers that make ten or 
more, up to eighteen, and name only the units of the 
sum ; i.e., for six and five, say one ; for 7 + 5, say two ; 

4 
9 and 6, say five ; 9 and 9, say eight ; but for 6, say ten. 
Let them remember that the ten always belongs there, 
and is one in the place next to units. Impress this by 
practice. For the present, do not explain more than 
merely how to practise. The rest will be made clear as 
the lessons proceed, and the need arises. 






Block 4.] NUMBER LESSONS. 109 

Seat-work : Write all the sums, with answers, that 
make eighteen; sixteen; fourteen; twelve; ten; eleven; 
thirteen; fifteen; seventeen. 



LESSON XXVI. 

Continue the practice with oral and written numbers, 
the pupils naming or writing only the unife of sums. 

Point on the board to numbers that make ten or more, 
and have the pupils name only the units ; e.g., for 
7 + 4, say one ; 6 + 5=1. 

For 9 + 1, say ten, because there are no units in the 
sum, the zero in units' place being used merely to avoid 
leaving the place blank, and begin a new series. 

Seat-work : Write all the pairs of digits that make ten 
or more, and of the answer, write only the units or the 

6 7 4 
number that belongs in the first place, thus : 5, 5, 6, etc. 

12 
After all the units have been written, write the tens, 
and so complete the answer. 



LESSON XXVII. 

3 7 

Show the pupils that 2 are 5, and also that 8 are 5, 
9 
and 6 are 5, but that in the last two examples there is 
a 1 to be written, or that belongs in the next place. 

There are many uses for this knowledge ; i.e., the 
habit of using the units separated from the tens ; but it 



110 NUMBER LESSONS. [Block 4. 

is not yet time to explain them. When we come to add 
or subtract numbers greater than units, we shall see the 
value of this practice. 

Seat-work : Write in columns of two figures each all 
the numbers that make any sum, from eleven to eighteen, 
both included, and then write the units or first figure of 
their sum. Show them to the teacher, and then write 
the (1) in tne second place to complete the answer. 



LESSON XXVIII. 

See how quickly each pupil can recite all the sums 
that can be made with two figures in a column. 

Give each pupil a chance to make the best possible 
record. 

All who add the forty-five pairs of digits in one 
minute, should be marked perfect. Yet some who are 
slow to think may also be perfect, and only require 
more time. The teacher should consider the effort 
made to learn, and whether the pupil moves quickly or 
slowly. 



1 

9 


2 3 4 5 

8 7 6 5 


5 6 7 8 5 4 3 
4 3 2 16 7 8 


2 
9 


1 
4 


2 
3 


3 4 5 6 
14 3 2 


7 
1 


3 4 5 

9 8 7 


G 
6 


12378991235 
65465495439 


6 

8 


7 
7 


6 
9 


7 7 8 9 

8 9 8 8 


1 
3 


2 1 
2 1 



Seat-work : Copy and write answers, and also write 
answers to all printed columns. 



Block 4.] NUMBER LESSONS. Ill 

LESSON XXIX. 

Continue to point to pairs of numbers that make ten 
or more, and for all above ten have only the unit, or 
ending figure, named. 

Also dictate numbers, and have the pupils name the 
unit, or first figure, of the sum. 

The teacher is to keep in mind that the pupils are 
being prepared to use the nine digits readily and accu- 
rately. 

Seat-work : Write the units of the answers to 

597873794989836768 



6 


9 5 4 


8 


9 


7 


6 


7 2 5 


4 8 


8 6 


9 7 6 


5 
9 


9 7 6 

8 4 8 


4 

9 


3 

8 


5 

7 


8 
8 


7 4 7 

6 8 9 


8 5 

9 7 


9 7 
6 5 


7 4 5 

6 9 6 



Now complete the answers. 



LESSON XXX. 

Nine is one part of seventeen ; name the other. 

Fourteen is made up of two numbers: one is eight; 
name the other, etc. 

What is the difference between nine and five? 

Take seven from thirteen; what number is left? 

Peter had eleven cents and lost five ; how many had 
he left ? Recite differences from the board and orally. 

Seat-work : Read the following, and then write them 
in columns, with the answers : 

13-5=; 15-8=; 17-9=; 11-4=; 
16^7= ; 8 + 9=; 6 + 5=; 3 + 9=; 



112 



NUMBER LESSONS. 



[Block 4. 



4 + 5 = 


9-3 = 


10-4= ; 


10-7 


3-0 = 


18-9= . 


13-7 = 


15-6 


4-9 = 


; 10 - 5 = 


; 12 - 6 = 


; 6 + 8 


7 + 5 = 


3 + 9 = 


2 + 8 = 


9 + 



LESSON XXXI. 

Call upon the slow pupils to tell the units of all the 
sums above ten. Also dictate numbers until all think 
9 and 7 is 6, and 4 and 8 is 2. 

Keep up the interest by frequent changes in the way 
of doing the same thing. 

Have at least one or two pupils tell a number story 
every day. This will teach the use of numbers ; i.e., 
how they represent things, or are used in connection 
with things. 

Seat-work : Write in words all the pairs of numbers 
that make thirteen, fifteen, seventeen, etc., thus : Nine 
and four are thirteen. 



LESSON XXXII. 

Recite from the board rapidly, and have each pupil 
name only the units of numbers above ten until they see 

6 7 
the units for each sum, thus : 8, 4 ; 9, 6 ; etc. 
2 5 

Show that 2 and 9 are the same, except that the latter 

I 4 

does not represent the full sum, but only the number in 
the first place of the sum. 



Block 4.] 



NUMBER LESSONS. 



113 



Seat-work: Write in words the pairs of numbers 
that make twelve, fourteen, sixteen, and eighteen, with 
the answers. 

See that full and correct sentences are made, with 
correct use of capital and period. 



LESSON XXXIII. 

8 4 

See that the pupils understand how 7 is 5, or 9 is 3, 
namely : that the required answer is the first figure of 
the sum, and that the one is not written, but always 
belongs there, and will be added to the sum of the next 
row when we come to it. Do not attempt to explain any 
further until we begin to use the tens. Then it will be 
plain what has been gained by this preliminary practice. 

Seat-work : Copy in columns, with the answers, and 
then fill out these examples with answers, and compare 
answers. 



13-7 = 


; 15 - 8 = 


; 14 - 6 = 


; 15 - 9 = 


8 + 7 = 


9 + 4 = 


6 + 7 = 


; 3 + 8 = 


5 + 7= ; 


14-5 = 


16-7= , 


13-8 = 


12-4 = 


15-7 = 


12-3 = 


9-4 = 


5 + 7 = 


6 + 9 = 


8 + 5 = 


; 6 + 4 = 




11 


-3= . 






LESSO 


N XXXIV. 





See how quickly each pupil can add all the sums 
of two digits each, and name only the units of all 
above ten. 



114 NUMBEB, LESSONS. [Block 4. 

It will be well, however, to accept the full sum as cor- 
rect until the pupil fully understands what is wanted. 

Seat-work : Write in columns all the pairs of num- 
bers that make ten, twelve, fourteen, sixteen, eighteen, 
seventeen, fifteen, thirteen, and eleven, with only the 
units of all answers. After all have been done in this 
way, fill out the full answer. 



LESSON 

Recite from the board, naming the units of all sums 
above ten, but name the full sum of ten and all below it. 

Dictate numbers, and have the pupils tell the unit 
figure of the sum. 

If the teacher does not see the use of this practice at 
present, she will do so before the end of the next year's 
course. If the use is not evident, she is asked to do the 
work faithfully on trust. 

Seat-work : Write in words the numbers that make 
nine, eleven, and thirteen, with the answers. Make the 
full sentence, with correct use of the capital and period. 



LESSON XXXVI. 

See how quickly each pupil can recite all the sums of 
two digits each, and name only the units of all sums 
above ten. 

Dictate sums, and have the pupils name the units of 
the sums instantly. 



Block 4.] NUMBER LESSONS. 115 

Who can tell the answer to this story? A hen had 
ten chickens, and a weasel canght three of them. How 
many were left? 

How many can make a number story? 

Seat-work: Write in words all the pairs of numbers 
that make eleven and thirteen, with their answers 
Write a number story like any we have had, with the 

answer to it. 

Copy neatly: 10 11 12 IS 14 15 16 IT 18 19 20. 



LESSON XXXVII. 
Continue to add two numbers, and to name only the 
units of the sums above ten, until the pupils think the 
units for any of the " teens " instantly. 

How many can write a number story, as, for example : 

Nancy had six apples, and gave away half of them 

How many had she left? Who can answer this story ? 

When we make a thing into halves, what is done . 

Answer : It is divided into two equal parts. _ 

What is one-half of the numbers eight, ten, six.' 

8 10 6 
Write the numbers, thus : 4, 5, 3, or 12-6 = 6. When 

4 5 3 
you cut an apple into two equal parts, what are the 
parts called? 

Seat-work: Write in words the pairs of numbers 
that make eight, ten, and twelve, and then mark the 
number. 



116 



NUMBER LESSONS. 



[Block 4. 



LESSON 

What two numbers make fourteen? sixteen? eighteen? 

What two numbers that are alike make four? six? 
eight ? ten ? twelve ? 

What number is half of four ? six ? eight ? twelve ? 
fourteen? sixteen? eighteen? How many halves can 
you make of any thing or of any number ? 

Seat-work : Write in words the pairs of numbers that 
make thirteen, fifteen, and seventeen. 

Four, six, seven, and eight, are each half of what 
number? Write the answers in figures. 



LESSON XXXIX. 

See how quickly each pupil can recite the sums on the 
board, and name only the units of all sums above ten. 

Who can tell the answer to this story? Charles had 
three marbles, and found three more. How many 
marbles had he then ? 

The teacher will give several such examples before 
the class tries to write a story. 

Seat-work : Write in columns, with the answers : 

5 + 4= ; 7 + 5 = 
12-6= ; 16-8 = 

6-3= ; 3 + 3 = 

6 + 6 = ; 7+7= 

Write a number story, and at the next lesson call on 
some one to answer it. 



3 + 2 = 


; 14 - 7 = 


18-9 = 


; 8-4 = 


4+4= ; 


5 + 5 = 


8 + 8 = 


9 + 9 = 



Block 4.] 



NUMBER LESSONS. 



117 



LESSON XL. 

See how quickly each pupil can recite the sums of all 
the numbers on the board; i.e., the forty-five pairs of 
digits, in columns. 

Fred had six marbles, and Frank gave him four. 
How many had he then? He lost two. How many 
had he left? 



Seat-work: Write in ( 


jolumns, with a 


nswers : 


3 + 5= ; 


4 + 7= ; 


5 + 9= ; 


3 + 7- 


9 + 4= ; 


7 + 6= . 


5 + 2= ; 


8 + 4- 


2 + 9 = 


5 + 8 = 


3 + 4= ; 


8 + 9 = 


14 - 8 = 


13-6 = 


15-0= . 


11-6 = 


17-8 = 


; ' 15 - 6 = 


; 11 - 7 = 


; 10 - 5 = 



Then write the answers to these examples, and com- 
pare both sets of answers to see if they are alike. 



LESSON XLI. 

See how quickly the slower pupils can recite all the 
sums on the board, and name only the units for all 
above ten. 

Katie bought a dozen eggs, and broke three on her 
way home. How many whole eggs had she left? 

Seat-work : Write the answers to 

375213769684634235763259 
5643 21 5 88757585965763282 

789898997536737523698475 
459768986985664523675967 



118 



NUMBER LESSONS. 



[Block 4. 



LESSON XLIL 

See how quickly each pupil can recite all the sums 
of two digits each, and name only the unit figures of 
the sum. 

James had tAvelve marbles, and Samuel had ten ; but 
Samuel won four from James. How many had each 
boy then ? 



Seat- work : Write in c 


olumns, with the 


answers : 


3-5 = 


15-8 = 


17 9= ; 


16-7= ; 


4-7 = 


; 5 + 4 = 


6 + 7= ; 


5 + 8= ; 


3 + 9 = 


; 6 + 4 = 


; 10-7= ; 


9-4= ; 


1 - 7 = 


10 - 6 = 


4-2= ; 


5 + 0= ; 


6 + 7 = 


; 4 + 3 = 


5 + 2= ; 


6 + 1= . 


Write a 


nswers to these 


examples. Compare the two 



sets of answers. 



LESSON XLIII. 

Write a column of four numbers, and teach the pupils 
to add two sums at a time ; that is, the sums of the 
upper and lower pair of digits, thus : 

1 }« J U 1 



6 



3 i 



For a few lessons, it will be well to let the pupils 
name the sum of each pair of digits, and then tell the 
full sum. 

The figures at the right of the braces show the sums 
of the pairs to be added. 



Block 4.] NUMBER LESSONS. 119 

Use the following columns on the board : 

142314321543112 
231432144315131 
324123413451231 

Seat -work: Copy and write answers to the col- 
umns. 

Add the sum of each pair as you did on the board, 
and you will soon learn to see the sums of four numbers 
as you read words of two syllables without spelling 
them. 

Note. If pupils have done the work of these lessons properly, 
they see the sum of any two numbers as readily as they read a 
single figure. They will, therefore, see the two sums at the left of 
the braces as readily as those written at the right. They will know 
the sum total in one form as quickly as in the other. This drill is 
to teach the pupils to see sums as they would words, and to know 
the sums of any four numbers in a column at sight. 

Do not fail to faithfully test your class with these lessons, and 
determine by the results the value of the practice. 



LESSON XLIV. 

When the pupils add two sums in columns of four 
digits, point to the lower pair of numbers and let the 
pupil name the sum. The reciting pupil will then look 
for the sum of the upper pair of digits, and, as soon as 
it is seen, will add the two sums and name the full sum 
of the column. 

For the right-hand column, as given below, the pupil 



120 



NUMBER LESSONS. 



[Block 4. 



will say, five, eleven ; and for the second column, six, 
eleven, etc. 

Write columns of four digits on the board, thus : 

3224143312314322 
2211145233011434 
1313332333422143 
411234411212352^ 

Seat- work : Copy and write the answers. 
Now write answers to all the printed columns. 
Compare the first answers with the second. 



LESSON XLV. 

Change the numbers on the board very often, so that 
the pupils must look and see the sums to be added. 

Add the two sums without naming either of them. 

In pointing, draw the pointer down over the column 
to be added, and require the pupils to notice the sum of 
each pair of digits, and then name the full sum of the 
column in one word. 

For the left-hand column say, nine, etc. 

1133422143133434123 
3113332320121142323 
2241213232412322123 
3224141321142143123 






Seat-work : Copy and write the answers. Write, 
also, answers to the printed columns, and compare the 
two sets of answers to see if they agree. 



Block 4.] NUMBER LESSONS. 121 



LESSON XL VI. 

Often change the numbers on the board, and point, 
skipping about, so that the last pupil to recite will not 
recite by rote. 

Bring the pointer down over the numbers to be added. 

Teach the pupils to see the sum of each pair of digits, 
and as soon as the two sums are known> the pupils are 
to name their sum ; i.e., the full sum of the column. 

For the present work, use pairs of numbers whose 
sum is less than ten, thus : 

2) 5 4) 6 2) PT 253425432453 



2j u 5j' 342543255324 

Q 3) ft 3) 7 435234523542 
5 ( y 5 ° 4( ' 524352344235 



Seat-work : Copy and write the answers, and also add 
the sums of the pairs of numbers in the column. 



LESSON XL VII. 

Notice that when pupils add but two sums for a 
column of four digits, only three changes are neces- 
sary ; but if single numbers are added, there are twelve 
changes to be made for each column of four digits. 
(See Lesson XLIII. as an example, and notice that there 
is but one word needed to name the sum of any column 
of four numbers. Whatever the order of the figures, 
their sum is the same.) 



122 NUMBER LESSONS. [Block 4. 

2),134533123431243 
3j°223414123442243 

4) Q 352322123423121 
5 J 441245123441321 

Use the above numbers for board and seat-work. 

Seat- work : Copy the above, and write the answers. 
Add the sums of all the pairs of numbers. Also 
write answers to all printed columns. 



Part. II 



LANGUAGE LESSONS. 



PEEFACE. 



rpiHE Language Lessons were prepared by a teacher 
**- who has had most excellent success in teaching 
the subject in primary grades. Her classes are thor- 
oughly alive and full of enthusiasm, and are as ready to 
study and learn a new word and its use, as they are to 
observe a bird or flower. 

Little was found in the prescribed course of study or 
in books to aid her in teaching a class of second-grade 
pupils, and she was therefore obliged to spend much 
time and study in preparing for herself a progressive 
course of lessons. With such a course she has been able 
to do more in one year than she had formerly done in 
two. 

Knowing of her success, and also what it had cost her 
in time and study, we persuaded her to revise her work 
for publication, so that others might have the benefit of 
it. 

The material for each lesson is selected with a view 
to interest the pupils in things, and then they are taught 
how to observe closely and accurately. Interest and 
observation fill the little minds with curious and impor- 
tant discoveries, which create a desire to give others the 
pleasure of knowing what they have found out ; they 
therefore come to the class prepared with ideas, and 
eager to express them. In the effort to tell their 



4 LANGUAGE LESSONS. 

thoughts is the opportunity for the oral lesson, and the 
teacher is herein told how to aid and direct this effort, 
so that it shall result in full sentences of well-chosen 
words. 

These lessons are intended only to aid the teacher in 
directing the work of the pupils, not as a substitute for 
her. The directions are full, so that none need mistake 
them ; and when the lessons are given with interest and 
enthusiasm, they will make a class of industrious and 
happy workers, and school will be the pleasantest place 
in the world. Such work as is here provided is more 
enjoyable than play, and will never make tired and ner- 
vous children or teachers, but will rather teach all that 
the proper activity of their faculties is the true source 
of happiness. 

It is claimed for these lessons that they will aid the 
teacher to direct her pupils to learn by doing, and to 
make them observe and think rather than to imitate. 

We therefore send them forth, believing that they 
will prove helpful both to teachers and pupils, and make 
the Language Lessons in the school, what they are in fact, 
the most important of all elementary studies ; since no 
study can go on without language, and thought itself is 
one of its forms. 

F. B. G. 



LANGUAGE LESSONS. 



HINTS TO TEACHERS. 



The teacher should require all questions to be an- 
swered in complete sentences. If your scholars answer 
in one word, lead them to give full sentences by saying, 
" Tell me the whole story," or, " Who can tell me the 
whole story ? " 

Make the idea the first consideration, and the expres- 
sion of it secondary. Do not force the expression. Be 
patient, and it will come naturally. 

Always use objects when practicable. 

Lead your pupils to use their own eyes. Do not tell 
them anything they can find out for themselves. En- 
deavor to make them in every possible way self-helpful. 

At the end of each day's lesson, give them something 
to find out for the next day. 

Do not interrupt a pupil to correct him. It will 
make him less ready to answer next time. Wait until 
he has finished speaking, and then either repeat his idea 
yourself correctly, ask him if he can say it better, or 
call upon another pupil to express the same thing. 

The oral work should not immediately precede the 
written exercises. 

Place the words got, seen, and now on the board, 
with a line drawn through them. 

Call attention to these cancelled words whenever 
the pupils use such expressions as, "I got a dog," 
" I seen a bird," and correct the hesitating use of 
now, as : "I — now — went to the — now — city." 
Let them individually and in concert say, " We leave 
out got, seen, and now" With a little care this will 
not interfere with the proper use of the words. Of 



b LANGUAGE LESSONS. 

course, if any other slang or senseless words- are com- 
monly used by the scholars, they may be treated in the 
same way. 

Allow the written work to remain on the board until 
just before the scholars commence work at their seats; 
then, after calling attention to the capitals and periods, 
erase. 

Each and every new word should be placed on the 
board, one at a time. Have the class spell it phoneti- 
cally, in concert and individually, until it is recognized 
by the majority of the pupils. 

Make out a list of words for pupils to use in filling 
out blanks. Place it on the board or chart, for them to 
refer to. Add new words from time to time. 

All work put on the board for the pupils' use should 
be in script. Do not print or allow the pupils to 
do so. 

Be careful to secure low, soft, and pleasant tones in 
all concert work. Cultivate the habit of speaking softly 
yourself, and you will have better discipline in the 
school, and will more easily command attention to what 
you say. 

The game of " Horns, Fur, Scales, or Feathers," can 
be used to great advantage as a means of accustoming 
the pupils to answer in full stories. 

It is played in the following manner : If the teacher 
says "horns," the pupil called upon responds with the 
name of some animal having horns, as : "A cow has 
horns." 

When the teacher says either " fur," " scales," or 
" feathers," the scholar designated names quickly, in 
return, some animal possessing one of them, thus : " The 



LANGUAGE LESSONS. 7 

bear has fur," " This goldfish has scales," " My canary 
has feathers," etc. 

General expressions, such as, " A fish has scales," or 
" Birds have feathers," should not be accepted. 

Answers should be prompt, and repetitions not 
allowed. 

The Rhyming Game, which can be used in the latter 
part of the second year's work, is played as follows : — 

The teacher thinks of an easy word of one syllable, 
as, hat ; she mentions a word that rhymes with it, 
for instance, fat, saying, "I have a word that rhymes 
with fat" and she then writes the word fat upon the 
board. 

The pupils think of a word that rhymes with this 
one, and define the word of which they have thought, 
without mentioning the word itself, thus : " Is it what 
you hit a ball with?" " Is it what you wipe your feet 
on ? " " Does a cat eat it ? " " Is it what you wear on 
your head ? " etc. 

As these guesses are made, the teacher responds, 
"No, it is not a bat" and writes the word bat under fat, 
and so on. 

In answer to the last guess, she says, " Yes, it is hat" 
and places that word on the board, beneath the others. 

The pupils should spell these words from the board, 
both by sounds and by letters. 

I. A. C. 



Block 1.] 



LANGUAGE LESSONS. 



LESSON I. 

Ask the pupils to look around the room and tell you 
what they see. 

If they answer by one word, as boy, girl, etc., teach 
them to give a full sentence by saying, " Tell me the 
whole story." 

Have them answer individually, in full sentences, 
without repeating what has been said ; as, I see a girl ; 
I see a boy ; I see a slate ; I see a dress ; I see a stick ; 
etc. 

Place the above sentences on the board. Let the 
pupils read them, and carefully observe and talk about 
the capitals and periods. 

Seat-work : Fill out the following stories, using the 
words boy, girl, dress, hat, stick, and hand : — 

1. I see a . 4. I see a . 

2. I see a . 5. I see a . 

3. I see a . 6. I see a . 

Copy these stories. 



LESSON II. 

Ask the pupils to tell you what they have at home. 
Have them answer individually, telling the whole 



10 LANGUAGE LESSONS. [Block 1. 

story, without repeating what has been said ; as, I have 
a dog; I have a cat; I have a fan; I have a hen; I 
have a bed ; etc. 

Write these stories on the board. 

Have the pupils observe and tell where the capitals 
and periods are. 

Before proceeding to the seat-work, be sure to erase 
the examples from the board. 

Seat-work : Fill out the following stories, using the 
words dog, cat, fan, hen, and bed : — 

1. I have a . 4. I have a . 

2. I have a . 5. I have a . 

3. I have a . 6. I have a . 

Copy these stories very neatly. 



LESSON III. 

Ask the pupils to name some things that Fred has. 

Have them answer individually, in a complete sen- 
tence ; thus* Fred has a sled ; Fred has a ship ; Fred 
has a cat ; Fred has a dog ; Fred has a hen ; Fred has a 
hat ; Fred has a top ; etc. 

Place these stories on the board. 

Have the pupils read them, and notice the capitals 
and periods. 

Be careful to erase before the seat-work begins. 

Seat-work : Fill out the following stories, using the 
words dog, cat, hen, hat, sled, and ship : — 

1. Fred has a . 4. Fred has a . 

2. Fred has a . 5. Fred has a . 

3. Fred has a . 6. Fred has a . 

Copy these stories. 



Block 1.] LANGUAGE LESSONS. 11 

LESSON IV. 

Let the pupils tell you what Nell has ; as; Nell has a 
fan; Nell has a cat; Nell has a doll; Nell has a dress; 
Nell has a hat; Nell has a bag; etc. 

Place these stories on the board. 

Have the pupils read them, and observe the capital 
letters and the periods. 

Seat-work : Fill out the following stories, using the 
words fan, cat, doll, hat, dress, and 



1. Nell has a . 4. Nell has a 

2. Nell has a . 5. Nell has a 

3. Nell has a . 6. Nell has a 

Copy the stories. 



LESSON V. 

Ask the pupils to name some things Frank has ; as, 
Frank has a dog ; Frank has a ball ; Frank has a cat ; 
Frank has a ship ; Frank has a hen ; Frank has a hat ; 
etc. 

Write these stories on the board. 

Have your pupils read them, and notice the capitals 
and periods. 

Do not forget to erase from the board before taking 
up the seat-work. 

Of course you will write on the board the stories the 
pupils tell, as well as those here given. 



12 LANGUAGE LESSONS. [Block 1. 

Seat-work : Fill out the following stories, using for 
the purpose the words ball, dog, cat, hen, hat, and ship : — 

1. Frank has a . 4. Frank has a . 

2. Frank has a . 5. Frank has a . 

3. Frank has a . 6. Frank has a . 

Copy these stories as neatly as you can. 



LESSON VI. 

The teacher should address the pupils as follows: — 

" Mary, tell me of something Rosy has," etc. 

Call on all the pupils individually, by name, and re- 
quire the answer to be in a full sentence. Do not allow 
the same thing to be mentioned twice ; e.g., Rosy has a 
dog ; Rosy has a fan ; Rosy has a hat ; Rosy has a doll ; 
Rosy has a bird ; Rosy has a cat ; etc. 

Place these stories on the board. 

Have the pupils read them as you point, and call their 
attention to capitals and periods. 

Erase before the written lesson. 

Note. Tell the pupils at the close of each day's lesson what 
the next lesson will be about, so that they can think about it, and 
be ready with stories. 

Seat-work : Fill out the following stories, using the 
words dog, fan, hat, doll, bird, and cat : — 

1. Rosy has a . 4. Rosy has a . 

2. Rosy has a . 5. Rosy has a . 

3. Rosy has a . 6. Rosy has a . 

Copy these stories. 



Block 1.] LANGUAGE LESSONS. 13 



LESSON VII. 

Question the pupils as follows : — 

" How many things can you name that Tom has ? " 
thus, Tom has a frog; Tom has a stick; Tom has a 
beetle ; Tom has a nest ; Tom has a fly ; Tom has a 
pig; etc. 

Write the stories, as they are told, on the board. 

Have the pupils read the stories after all are written, 
and see that they notice the capitals and periods. 

Seat-work : Fill out the following stories, using for 
that purpose the words frog, stick, beetle, nest, fly, and 
pig : — 

1. Tom has a . 4. Tom has a . 

2. Tom has a . 5. Tom has a . 

3. Tom has a . 6. Tom has a . 



Copy these stories. Write with care. 



LESSON VIII. 

Have each pupil name something Bessy has, but 
always in a full sentence, without repeating what has 
been said by another ; as, Bessy has a cat ; Bessy has a 
doll ; Bessy has a bed ; Bessy has a box ; Bessy has a 
bird ; Bessy has a hen ; etc. 

Place these stories on the board. 

Have the pupils read them, and notice capitals and 
periods. 

Do not allow answers to be given in a drawling or 



14 LANGUAGE LESSONS. [Block 1. 

hesitating manner. Promptness in reply will keep up 
and increase interest in the work. 

Seat-work : Fill out the following stories, using the 
words cat, doll, bed, box, bird, and hen : — 

1. Bessy has a . 4. Bessy has a . 

2. Bessy has a . 5. Bessy has a . 

3. Bessy has a . 6. Bessy has a . 



Copy these stories. 



LESSON IX. 

Call upon the pupils in the following manner: — 

"Name as many things as you can that belong to 
Harry " ; as, Harry has a dog ; Harry has a bat ; Harry 
has a ball ; Harry has a top ; Harry has a kite ; Harry 
has a frog ; etc. 

Place these stories on the board. • 

Have your pupils read them, and notice where there 
are capitals and periods. 

Remember what has been said at the beginning about 
the misuse of the words got, seen, and now. Do not 
allow a pupil to say, for instance, "Harry's got a dog." 

Seat-work : Fill out the following stories with the 
words dog, bat, ball, top, kite, and frog: — 

1. Harry has a . 4. Harry has a . 

2. Harry has a . 5. Harry has a . 

3. Harry has a . 6. Harry has a . 

Copy these stories neatly. 



Block 1.] LANGUAGE LESSONS. 15 



LESSON X. 

Ask the pupils to tell you everything that Belle has. 

Have them answer, one at a time, in whole stories, not 
repeating what has been said ; as, Belle has a fan : Belle 
has a bird ; Belle has a doll ; Belle has a dress ; Belle 
has a hat ; Belle has a bag ; etc. 

Place these stories, as they are given by the pupils, 
on the board. If the pupils do not of their own accord 
mention the objects here named, suggest them yourself, 
so as to be sure that they are known and written on the 
board. 

Erase, as already directed, before proceeding with the 
seat-work. 

Seat- work : Fill out the following blanks so as to 
make complete stories. Use the words fan, bird, doll, 
dress, hat, and bag : — 

1. Belle has a . 4. Belle has a . 

2. Belle has a . 5. Belle has a . 

3. Belle has a . 6. Belle has a . 

Always copy the stories after you have finished them. 



LESSON XI. 

Let the pupils tell you something the boy has. 

Have them answer in ivhole stories ; as, The boy has 
a fish ; The boy has a trap ; The boy has a rat ; The 
boy has a hat ; The boy has a ball ; The boy has a bat ; 
etc. 



16 LANGUAGE LESSONS. [Block 1. 

Write the stories on the board. The pupils must read 
them and tell you where there are capitals and periods. 

Do not interrupt a pupil in the course of his answer, 
no matter how incorrect it may promise to be. Let him 
finish what he has to say, and then make the correc- 
tion, or allow another pupil to do it. 

Seat- work : Fill out the following stories, using the 
words fish, trap, rat, hat, ball, and bat : — 

1. The boy has a . 4. The boy has a . 

2. The boy has a . 5. The boy has a . 

3. The boy has a . 6. The boy has a . 

Copy all the stories you have made. 



LESSON XII. 

Have some one tell what the boy has, and call the 
boy he ; as, He has a dog ; He has a hat ; He has a kite ; 
He has a ball ; He has a bat ; He has a nest ; etc. 

Write on the board, and proceed as before. 

Erase all board-work before the pupils begin to write. 

Seat-work : Fill out the following stories, using the 
words dog, hat, kite, ball, bat, and ?iest : — 

1. He has a . 4. He has a . 

2. He has a . 5. He has a . 

3. He has a . 6. He has a . 

Copy the above, and make some more stories. 

LESSON XIII. 

Address the pupils as follows : " Nancy, tell some- 
thing the girl has " ; as, The girl has a doll ; The girl 



Block 1.] LANGUAGE LESSONS. 17 

has a cat ; The girl has a dress ; The girl has a bag ; 
The girl has a bird ; The girl has a hat ; etc. 

Write all the stories on the board. Have the class 
read them, and point out the capitals and periods. 

Cultivate the use of soft, low tones at all times, and 
especially in concert-work. 

Seat-work: Fill out the following stories, so as to 
make complete sentences, using the words doll, cat, 
dress, bag, bird, and hat : — 

1. The girl has a . 4. The girl has a . 

2. The girl has a . 5. The girl has a . 

3. The girl has a . 6. The girl has a . 

Copy these stories, and make others like them. 



LESSON XIV. 

Question the pupils as follows : " Who can tell some- 
thing a girl has, and call the girl she ? " as, She has a 
doll ; She has a fan ; She has a bird ; She has a dress ; 
She has a bed ; She has a cat ; She has a hen ; etc. 

Place the stories on the board. 

Have the pupils read what has been written, and 
notice that she means the girl. 

Erase all this work before the pupils write. 

Seat-work : Fill out the following stories, using for 
that purpose the words doll, fan, bird, cat, hen, and 
bed : — 

1. She has a . 4. She has a . 

2. She has a . 5. She has a . 

3. She has a . 6. She has a -. 

Copy all these stories, and make three others. 



18 LANGUAGE LESSONS. [Block 1. 

LESSON XV. 

Ask the pupils to tell you everything they can think 
of that a boy has ; as, The boy has a fish ; The boy has 
a frog ; The boy has a bird ; The boy has a hen ; The 
boy has a sled ; The boy has a stick ; etc. 

Write what they tell you on the board. 

Draw attention to the capitals and periods as the 
pupils read from the board. 

Call most frequently on those who answer least 
promptly. 

Seat-work : Supply the blanks in the following 
stories with the words fish, frog, bird, hen, sled, and 
stick : — 

1. The boy has a . 4. The boy has a . 

2. The boy has a . 5. The boy has a . 

3. The boy has a . 6. The boy has a . 

Copy these stories, and make four more. 



LESSON XVI. 

Call by name upon those pupils who do not promptly 
take part in the exercises. 

Ask for something a boy has, the pupil to point to 
a boy and call him you ; as, You have a ship ; You have 
a sled ; You have a top ; You have a trap ; You have a 
stick ; You have a nest ; etc. 

Write all that are given on the board. 

Let the pupils read from the board, and show them 
that you means the boy. 



Block 1.] LANGUAGE LESSONS. 19 

Be sure that no pupil writes with print letters. Call 
attention to the models on their blocks, and have them 
try to write as much as possible like them. 

Seat-work : Fill out the blanks in the following 
stories by using the words ship, sled, top, trap, stick, 
and nest : — 

1. You have a . 4. You have a . 

2. You have a . 5. You have a . 

3. You have a . 6. You have a . 

Copy the stories just made, and write more like them. 
Show the teacher what you have done. 



LESSON XVII. 

Ask questions like the following: "Who can name 
some things a girl has ? " thus, The girl has a fan ; The 
girl has a hat ; The girl has a bed ; The girl has a doll ; 
The girl has a duck ; The girl has a box ; etc. 

Place all the stories on the board, and let the pupils 
read them. 

Call on each pupil in turn to tell where are the capi- 
tals and periods. 

Erase all board-work before the seat-work is taken up. 

Seat-work : Fill out the blanks in the following 
stories with the following words : fan, hat, bed, doll, 
duck, and box. 

1. The girl has a . 4. The girl has a . 

2. The girl has a . 5. The girl has a . 

3. The girl has a . 6. The girl has a . 

Note. Review daily some former lesson, to be sure that it 
has been understood and learned. 



20 LANGUAGE LESSONS. [Block 1. 

LESSON XVIII. 

Question the pupils as follows : " What things has 
the girl ? " Call the girl you, and say, You have a hen ; 
You have a cat ; You have a dog ; You have a fan ; 
You have a bird ; You have a rose ; etc. 

Write the stories on the board, and have the pupils 
see that you means the girl when you speak directly to 
her. 

Seat-work : Complete the following stories by put- 
ting in the words lien, cat, dog, fan, bird, and rose : — 

1. You have a . 4. You have a . 

2. You have a . 5. You have a . 

3. You have a . 6. You have a . 

Copy these stories, and write some others like any 

stories you have written or told. 



LESSON XIX. 

Ask the pupils to name everything in the room they 
can touch. 

Call upon one at a time. Let them answer in full 
sentences, without repeating what others have men- 
tioned. 

Have them touch each object as they speak of it. 
Let them say : This is a boy ; This is a girl ; This is a 
bag ; This is a desk ; This is a bell ; This is a stick ; etc. 

Place these stories on the board. Cause the pupils 
to read them. Show the pupils that this means some- 
thing near, or something they can touch. 

Do not permit hesitation in answering. 



Block 1.] LANGUAGE LESSONS. 21 

Seat-work : Fill out the blanks in the following sen- 
tences with the words boy, girl, bag, desk, 6eZZ,and stick: — 

1. This is a . 4. This is a . 

2. This is a . 5. This is a . 

3. This is a . 6. This is a . 

Make neat copies of these stories, and see how many 
you can write like them. By and by you will like to 
make your own stories. 



LESSON XX. 

Require your pupils to tell you some things they 
themselves have, and to touch each object as they name 
it ; thus, This is my dress (touching it) ; This is my 
bag ; This is my hand ; This is my slate ; This is my 
hat ; This is my top ; This is my string ; This is my 
desk; etc. 

Place all these stories on the board, and let your 
pupils read them. 

Show the pupils that this means something near at 
hand. 

Be careful to cultivate a pleasant tone of voice in all 
concert-work. 

Seat-work: Write words in the blanks here shown, 
so as to make complete stories, using for that purpose 
dress, bag, hand, slate, hat, top, and string : — 

1. This is my . 4. This is my . 

2. This is my . 5. This is my . 

3. This is my . 6. This is my . 

Copy these stories, and write some more of your own. 



22 LANGUAGE LESSONS. [Block 1. 



LESSON XXI. 

Have your pupils name everything they can touch 
belonging to a boy, and tell them, instead of the boy's 
to say, his ; as, This is his desk ; This is his slate ; 
This is his hand ; This is his hat ; This is his bag ; This 
is his string ; etc. 

Place all the stories on the board. 

Have the pupils read what you have written, and 
observe that his means the boy's. 

Leave nothing on the board to be copied when the 
class is at seat-work. 

Seat-work : Fill out the following stories, using the 
words desk, hand, hat, slate, bag, and string: — 

1. This is his . 4. This is his . 

2. This is his . 5. This is his . 

3. This is his . 6. This is his . 

Copy these stories, and make more like them. 



LESSON XXII. 

Let the pupils tell you everything they can touch 
belonging to a girl, and, instead of the girVs, say her ; 
as, This is her hat ; This is her desk ; This is her slate ; 
This is her bag ; This is her hand ; This is her dress ; 
etc. 

Place these stories on the board. 

The pupils are to read what you have written, and 
observe that her means belonging to the girl. 

Secure prompt answers in every case. A lazy mental 



Block 1.] LANGUAGE LESSONS. 23 

habit is hard to overcome, and should therefore not be 
formed. 

Seat-work : Fill the blanks below, using the words 
dress, hand, bag, slate, desk, and hat : — 

1. This is her . 4. This is her . 

2. This is her . 5. This is her . 

3. This is her . 6. This is her . 

Copy these completed stories, and make others. 



LESSON XXIII. 

Ask the pupils, one at a time, to tell you everything 
they can touch belonging to a boy, and for the boy's, say 
your; as, This is your hat; This is your slate; This is 
your desk ; This is your hand ; This is your bag ; This 
is your book ; etc. 

Write the stories on the board. Have the pupils read 
them, and observe that this means something near ; that 
your means the boy's. 

The teacher will notice that in the directions for seat- 
work different expressions are used to mean the same 
thing. Call the attention of the pupils to the new ex- 
pressions, and see that they know what is meant, but 
do not make long explanations. 

Seat- work: Finish the following stories by adding 
the words book, bag, hand, desk, slate, and hat : — 

1. This is your . 4. This is your . 

2. This is your . 5. This is your . 

3. This is your . 6. This is your . 

Copy the above, and make three others like them. 



24 LANGUAGE LESSONS. [Block 1. 



LESSON XXIV. 

Let the class tell you everything they can touch be- 
longing to a girl, and say your instead of the girl's ; as, 
This is your slate ; This is your hat ; This is your book ; 
This is your hand; This is your desk; This is your 
dress ; etc. 

Write on the board what they tell. The pupils will 
then read the stories, and notice that this mean some- 
thing near, and that your means the girVs. 

Seat-work: Fill out the following stories with the 
words slate, book, hand, desk, dress, and hat : — 

1. This is your . 4. This is your . 

2. This is your . 5. This is your . 

3. This is your . 6. This is your . 



Copy these stories, and make more. Do you like to 
write ? 



LESSON XXV. 

Ask the pupils to tell you everything this boy has, 
touching the boy of whom they speak ; as, This boy has 
a dog ; This boy has a cat ; This boy has a slate ; This 
boy has a book ; This boy has a top ; This boy has a 
ball; etc. 

Write these stories on the board. Have them read 
by all the pupils, and show that this means near. 

Remind them of the capitals and periods. 



Block 1.] LANGUAGE LESSONS. 25 

Seat-work: Fill out the following blanks so as to 
make stories, using the words ball, top, book, slate, cat, 
and dog : — 

1. This boy has a . 4. This boy has a . 

2. This boy has a . 5. This boy has a . 

3. This boy has a . 6. This boy has a . 

Copy these stories, and make some more. 



LESSON XXVI. 

Ask for everything this girl has, touching the girl of 
whom the pupils speak ; as, This girl has a doll ; This 
girl has a slate ; This girl has a dress ; This girl has a 
fan ; This girl has a desk ; This girl has a cat ; etc. 

Write the stories on the board. 

Let the class read what you have written, and observe 
that this means something near. 

Call attention to the capitals and periods. 

Seat-work: Finish the following stories, using the 
words cat, desk, fan, dress, slate, and doll: — 

1. This girl has a . 4. This girl has a . 

2. This girl has a . 5. This girl has a . 

3. This girl has a . 6. This girl has a . 



Copy and make more of these stories. Show your 
work to the teacher. 

Note. Encourage the pupils to make as great variety as they 
can in the stories which they write, after they have copied the 
lesson. 



26 LANGUAGE LESSONS. [Block 1. 

LESSON XXVII. 

Have the pupils tell you everything they see, and can 
point to, saying, as they point, That is a boy ; That is a 
girl ; That is a slate ; That is a stick ; That is a hat ; 
That is a bag ; etc. 

Place all the stories told by your pupils on the board. 
Have the class read them, and observe that that means 
something not very near. 

Remember what has been said about the use of slang 
and meaningless and superfluous words. Try to detect 
the principal fault in these respects to which the pupils 
are prone in school or out of it. Make it a habit with 
them to acknowledge the error. 

Seat-work : Fill out the following stories with the 
words bag, hat, stick, slate, girl, and boy : — 

1. That is a . 4. That is a . 

2. That is a . 5. That is a . 

3. That is a . 6. That is a . 

Copy these stories, and make four others like them. 
Are you writing better than when you began ? Ask 
the teacher to show you the first lesson you wrote. 



LESSON XXVIII. 

Ask your pupils to tell you everything they can point 
to that belongs to themselves; as, That is my hat; 
That is my slate; That is my book; That is my bag; 
That is my dress ; That is my desk ; etc. 



Block 1.] LANGUAGE LESSONS. 27 

Place these stories on the board. Have the pupils 
read them, and notice that that means something not 
very near. 

Let them point out the capitals and periods. 

Seat-work: Fill the blanks below, using the words 
desk, dress, bag, book, slate, and hat : — 

1. That is my . 4. That is my . 

2. That is my . 5. That is my . 

3. That is my . 6. That is my . 

Copy these stories, and make five more. 



LESSON XXIX. 

Let your pupils tell everything that a boy has, and for 
the boy's say his ; as, That is his hat ; That is his desk ; 
That is his book ; That is his hand ; That is his slate ; 
That is his ball ; etc. 

Place all the stories on the board. 

Have the class, together and singly, read what you 
have written. 

Teach them that that means something not near. 

Work with zeal and interest, but do not hurry. 

Seat- work : Fill out the following stories, using the 
words ball, slate, hand, book, desk, and hat : 

1. That is his . 4. That is his . 

2. That is his 5. That is his . 

3. That is his . 6. That is his . 

Copy the above, and make more. You should now be 

able to write quite neatly. Do you ? Keep your paper 
clean. 



28 LANGUAGE LESSONS. [Block 1. 

LESSON XXX. 

Ask your pupils to tell you everything a girl has, and 
instead of the girVs say her ; as, That is her bag ; That 
is her book ; That is her slate ; That is her desk ; That 
is her hand ; That is her hat ; etc. 

Write these stories on the board. 

Have the pupils read them all, and observe the use of 
that and its meaning. 

Call their attention to the capitals and periods. 

Seat- work : Complete the following stories, using the 
words hat, hand, desk, slate, book, and bag : — 

1. That is her . 4. That is her . 

2. That is her . 5. That is her . 

3. That is her . 6. That is her . 

Copy all of these stories, and make others of your 

own. 

Ask the teacher to let you carry home some of your 
work to show to your parents. 



LESSON XXXI. 

Ask the pupils to name everything to which they can 
point belonging to a boy, and to say your instead of the 
boy's ; thus, That is your head ; That is your book ; 
That is your slate ; That is your hat ; That is your 
hand ; That is your string ; etc. 

Write these stories in script on the blackboard. 

Have the pupils read what is written, and notice that 
your means the boy's. Also remind them that that 
means something not near at hand. 



Block 1.] LANGUAGE LESSONS. 29 

Let the pupils tell where the capitals and periods 
belong. 

Seat-work : Fill out the following stories, using the 
words head, slate, book, hat, hand, string : — 

1. That is your . 4. That is your . 

2. That is your . 5. That is your . 

3. That is your . 6. That is your . 

Copy these stories, and write some more like them. 



LESSON XXXII. 

Ask the pupils to name everything to which they can 
point belonging to a girl. Have them say your instead 
of the girVs ; thus, That is your book ; That is your 
desk ; That is your dress ; That is your bag ; That is 
your head ; That is your ring ; etc. 

Place these stories on the board. 

Require the class to read all you have written, and 
observe that your means the girVs, and that that means 
what is not near. 

Let the pupils point out the capitals and periods. 

Seat- work : Fill out the following stories with the 
words ring, head, bag, dress, desk, and book : — 

1. That is your . 4. That is your . 

2. That is your . 5. That is your . 

3. That is your . 6. That is your . 

Copy the stories, and make some more like them. 



30 LANGUAGE LESSONS. [Block 1. 



LESSON XXXIII. 

Ask the pupils to point to or touch everything they 
can see, and tell you about it ; thus, It is a clock ; It is 
a desk ; It is a dress ; It is a bag ; It is a ring; It is a 
book; etc. 

Place the stories they make on the board. 

Let the pupils tell where to place the capitals and 
periods. 

Have the class read the stories, but be careful not to 
call in the same order on any two pupils. 

Seat- work : Fill the blanks in the following stories 
with the words clock, ring, book, bag, dress, and slate : — 

1. It is a . 4. It is a . 

2. It is a . 5. It is a . 

3. It is a . 6. It is a . 

Copy these stories, and tell some more like them. 



LESSON XXXIV. 

Ask the pupils to name everything they can point to 
or touch belonging to themselves ; as, It is my pencil ; 
It is my ring ; It is my slate ; It is my dress ; It is my 
head ; It is my book ; etc. 

Write the stories on the board. 

Cause the pupils to tell where the capitals and periods 
belong. 

Have what is written now read by all the pupils. 

Erase all board-work except names of objects, before 
the pupils write at their seats. 



Block I.] LANGUAGE LESSONS. 31 

Seat-work : Fill out the following stories, using the 
words pencil^ head, ring, book, slate, and dress : — 

1. It is my . 4. It is my . 

2. It is my . 5. It is my . 

3. It is my . 6. It is my . 

Copy the stories, and make more of the same kind. 
Write with care. Keep your paper clean. 



LESSON 

Let the pupils name everything they can touch or 
point to belonging to a boy. Instead of the boy's, let 
them say his ; thus, It is his top ; It is his pencil ; It is 
his coat ; It is his head ; It is his hat ; It is his string ; etc. 

Write all the stories on the board as the pupils give 
them. 

As you write, call on some pupil to tell where the 
capitals and periods belong. 

Occasionally omit a capital or period, and lead the class 
to discover the mistake of their own accord. 

Have every pupil read the stories. Skip about as 
you point to them so that their order of arrangement 
will not be memorized. 

Seat-work : Finish the following stories by use of the 
words coat, top, pencil, head, hat, and string : — 

1. It is his . 4. It is his . 

2. It is his . 5. It is his . 

3. It is his . 6. It is his . 

Copy all these stories, and make some more like them. 



32 LANGUAGE LESSONS. [Block 1. 

LESSON XXXVI. 

Ask the pupils to name everything they can touch or 
point to belonging to a girl. Have them say her instead 
of the girVs ; as, It is her shawl ; It is her pencil ; It is 
her slate ; It is her head ; It is her book ; It is her ring ; 
etc. 

Write these stories on the board in script. 

As you write, ask the pupils, one at a time, where to 
put capitals and periods. 

Have the stories read. 

Let the pupils tell you that her means the girVs. 

Teach the class to spell each new word phonetically, 
and pronounce it until they get it right. 

Seat-work : Fill out the following stories, using the 
words ring, shawl, pencil, slate, head, and book : — 

1. It is her . 4. It is her . 

2. It is her . 5. It is her . 

3. It is her . 6. It is her . 

Copy the above, and make more stories. 
Once a week ask the teacher to let you carry home a 
lesson you have written. 



LESSON XXXVII. 

Ask the pupils to name everything they can touch or 
point to belonging to a bo}^, and have them say your 
instead of the boy's ; as, It is your hair ; It is your pen- 
cil ; It is your book ; It is your coat ; It is your string ; 
It is your head ; etc. 



Block 1.] LANGUAGE LESSONS. 33 

Write these stories on the board in script, asking the 
pupils where to place the capitals and periods. 

Have the pupils read all that is written. 

The pupils must notice and tell you that your means 
the boy's. 

Do not have the stories read in the same order by 
two or more pupils. 

Seat-work : Fill the blanks in the following stories, 
using the words hair, pe?icil, coat, head, booh, string : — 

1. It is your . 4. It is your . 

2. It is your . 5. It is your . 

3. It is your . 6. It is your . 

Copy these stories, and make other ones. 



LESSON XXXVIII. 

Have the pupils name everything they can touch or 
point to belonging to a girl, and for the girVs say your ; 
as, It is your dress ; It is your head ; It is your shawl ; 
It is your ring ; It is your book ; It is your slate ; etc. 

Write these stories on the board in script. 

As you Avrite, ask the pupils where to place capitals 
and periods. 

Have the pupils read all the stories, and observe and 
tell that your means the girVs. 

Do your pupils recite promptly ? 

Call often on the slower ones. 

Seat-work : Finish the following stories with the 
words ring, head, shawl, book, slate, and dress : — 



34 LANGUAGE LESSONS. [Block 1. 

1. It is your . 4. It is your . 

2. It is your . 5. It is your . 

3. It is your . 6. It is your . 



Copy these stories, and make more. 

Can you now write better than when you began ? 



LESSON XXXIX. 

Ask the pupils to name everything the^ see, having 
them touch the object of which they speak, and saying, 
Here is a table ; Here is a desk ; Here is a boy ; Here 
is a girl ; Here is a shawl ; Here is a coat, etc. 

Write these stories on the board in script, requiring 
the pupils to tell where to place the capitals and 
periods. 

Have the stories read, and lead the pupils to observe 
and tell that liere means something near. 

Let the pupils repeat in concert, as well as individu- 
ally, what here means. 

Be careful in all concert- work to secure a pleasant 
tone, and one not too loud. A loud, screaming voice 
will induce coarseness of manners and want of respect 
for the teacher. 

Seat-work : Fill out the following stories by use of 
the words table, desk, shawl, girl, boy, and coat : — 

1. Here is a . 4. Here is a . 

2. Here is a . 5. Here is a . 

3. Here is a . 6. Here is a . 

Copy the stories, and write some more. 



Block 1.] LANGUAGE LESSONS. 35 



LESSON XL. 

Ask the pupils to name everything they can touch 
belonging to a boy, and have them say his instead of the 
boy's ; as, Here is his coat ; Here is his book ; Here is 
his slate ; Here is his pencil ; Here is his desk ; Here is 
his head ; etc. 

Write these stories on the board in script. 

Require the pupils to tell where the capitals and 
periods belong. 

Have the stories read, and lead the pupils to observe 
and tell that here means something near. Also that his 
means the boy's. 

The habit of answering in complete sentences should 
now be pretty well established. Do not relax vigilance 
in this respect. 

Note. Keep the words got, seen, and now on the board, can- 
celled ; thus, gM, s&^n, lihw ; and point to them when they are mis- 
used. 

Seat-work : Fill the blanks in these stories, using for 
that purpose the words coat, book, slate, pencil, desk, and 
head : — 

1. Here is his . 4. Here is his . 

2. Here is his . 5. Here is his . 

3. Here is his . 6. Here is his — : — . 



Copy these stories, and see if you can write more 
stories similar to them. 

Note. Review often what has been taught. 



36 LANGUAGE LESSONS. [Block 1. 

LESSON XLI. 

Ask the pupils to name everything of their own that 
they can touch ; thus, Here is my coat ; Here is my 
shawl ; Here is my top ; Here is my ball ; Here is my 
head ; Here is my pencil ; etc. 

Write all the stories on the board in script. 

Cause the pupils to tell where to put capitals and 
periods as you are writing. See if they can catch you 
making a mistake. 

Have the stories read. 

Seat-work : Complete the following stories by insert- 
ing the words coat, ball, shawl, top, pencil, and head : — 

1. Here is my . 4. Here is my , 

2. Here is my . 5. Here is my . 

3. Here is my . 6. Here is my . 

Copy these stories, and tell some more like them. 
Have you taken home any papers this week ? 



LESSON XLII. 

The pupils are to name everything they can that 
belongs to a girl, and for the girVs say her ; as, Here is 
her book ; Here is her pencil ; Here is her desk ; Here 
is her ring ; Here is her slate ; Here is her dress ; etc. 

Write these stories on the board in script, asking the 
pupils where to place the capitals and periods. 

Have the pupils read the stories, and observe that her 
means the girl's. 



Block 1.] LANGUAGE LESSONS. 37 

Note. The teacher will see that every pupil understands, at 
least in a general way, the meaning of each new expression in the 
directions for seat-work. 

Seat-work : Fill out the following stories by insert- 
ing the words dress, slate, ring, desk, pencil, and book, 
in the proper places : — 

1. Here is her . 4. Here is her . 

2. Here is her . 5. Here is her . 

3. Here is her . 6. Here is her . 

Copy all these stories, and tell some others like them. 



LESSON XLIII. 

Let the pupils name everything they can touch that 
belongs to a boy, and instead of the boy's say your ; as, 
Here is your hat; Here is your coat; Here is your 
book ; Here is your pencil ; Here is your desk ; Here is 
your hair ; etc. 

Write these stories on the board, asking the pupils, 
one at a time, where to place the capitals and periods. 

Have the class read all you have written, and notice 
that here means something near, and your means the 
boy's. 

Keep up the interest by never calling for recitations 
in the same way from all the pupils, or in the same order 
every day. 

Seat-work: Fill the following blanks by inserting the 
wovds Jiair, desk, pencil, book, coat, and hat : — 

1. Here is your . 4. Here is your . 

2. Here is your . 5. Here is your . 

3. Here is your . 6. Here is your . 



38 LANGUAGE LESSONS. [Block 1. 

LESSON XLIV. 

Ask the pupils to name everything they can touch 
that belongs to a girl. For the girVs say your ; as, 
Here is your ring; Here is your head; Here is your 
hair ; Here is your book ; Here is your slate ; Here is 
your face ; etc. 

Write the stories on the board. Ask the pupils to 
say where the capitals and periods should be placed. 

Have all the stories read by the class, sometimes in 
concert and sometimes singly. 

The pupils will tell that here means something near, 
and your means the girVs. 

Seat-work : Insert the words face, slate, book, hair, 
head, and ring in the following blanks so as to make 
complete stories : — 

1. Here is your . 4. Here is your . 

2. Here is your . 5. Here is your . 

3. Here is your . 6. Here is your . 



LESSON XLV. 

Ask the pupils, to name everything at which they can 
point in some picture you place before them for that 
purpose. 

Have them use the word there. 

Select a few of the stories to write on the board. 

As you write, let the pupils tell where to place the 
capitals and periods. 

Have the pupils read all you have written. 



Block 1.] LANGUAGE LESSONS. 39 

They will tell you, one at a time, that there means not 
near. 

Seat-work: Finish the following stories with the 
names of the objects in the picture : — 

1. There is a . 4. There is a . 

2. There is a . 5. There is a . 

3. There is a . 6. There is a . 



LESSON XLVI. 

Ask the pupils to name everything at which they can 
point belonging to themselves ; as, There is my hat ; 
There is my shawl ; There is my book ; There is my 
pencil ; There is my slate ; There is my teacher ; etc. 

Write these stories on the board in script, asking the 
pupils where to place the capitals and periods, etc. 

Have the pupils read what is written, and observe and 
tell that there means something not near. 

Are your pupils improving in the use of language ? 
Do they answer promptly and with full sentences? Are 
former habits of misusing words disappearing? 

Give close attention to the slower minds. 

Seat- work : Fill out the following stories, using the 
words teacher, slate, pencil, book, shawl, and hat : — 

1. There is my . 4. There is my . 

2. There is my . 5. There is my . 

3. There is my . 6. There is my . 

Note. The teacher will often compare the work with that of 
former lessons, so that the pupils may see their improvement. 



40 LANGUAGE LESSONS. [Block 1. 

LESSON XL VII. 

Pupils will name everything at which they can point 
belonging to a boy, and for the boy's say his ; as, There 
is his ball ; There is his hat ; There is his slate ; There 
is his coat; There is his face ; There is his head; etc. 

Write these stories on the board. 

As you write, ask the pupils where to place the capi- 
tals and periods. 

Have the pupils read the stories, and tell that there 
means something not near, and that his means the boys. 

Seat- work : Fill the blanks below with the words hat, 
slate, coat, face, head, and ball : — 

1. There is his . 4. There is his . 

2. There is his . 5. There is his . 

3. There is his . 6. There is his . 



LESSON XL VIII. 

Ask the pupils to name everything at which they can 
point belonging to a girl. Instead of the girVs let them 
say her ; thus, There is her shawl ; There is her hat ; 
There is her bag; There is her book; There is her 
slate ; There is her ring ; etc. 

Write all the stories on the board, and require the 
pupils to tell you where to put capitals and periods. 

Have the pupils read all you have written. Draw 
their attention to the fact that there in these sentences 
means not near ; also that her means the girVs. 



Block 1.] LANGUAGE LESSONS. 41 

Seat-work : Fill out the stories here given with the 
words ring, slate, book, bag, hat, and shawl : — 

1. There is her . 4. There is her . 

2. There is her . 5. There is her . 

3. There is her . 6. There is her . 



LESSON XLIX. 

Let the pupils name everything they see in the room 
belonging to some boy. Instead of saying the boy's, have 
them speak of your things ; as, There is your top; There 
is your string ; There is your desk ; There is your nose ; 
There is your head ; There is your book ; etc. 

Write all the stories on the board. 

Have the pupils tell, as you write, whether you place 
the capitals and periods properly. 

Let the class read what is on the board, but skip about 
so that the pupils may see each sentence as you point 
to it. 

Call upon different pupils to say that there means 
something not near ; also that your in these cases means 
the boy's. 

Seat- work : Complete the following stories by insert- 
ing the words book, head, nose, desk, top, and string : — 

1. There is your . 4. There is your . 

2. There is your . 5. There is your . 

3. There is your . 6. There is your . 



42 LANGUAGE LESSONS. [Block 1. 



LESSON L. 

Have the pupils name everything at which they can 
point belonging to a girl. For the girVs say your ; as, 
There is your teacher; There is your desk; There is 
your hat ; There is your shawl ; There is your book ; 
There is your pencil ; etc. 

Write what they tell you on the board. 

Cause the pupils to watch closely to see whether you 
misplace the capitals and periods. 

Let the pupils read all you have written. 

The class should tell that there means something not 
near, and your means the girVs. 

Note. The teacher will now note the progress of her pupils by 
comparing the later work with that of the beginning. Try to dis- 
cover where difficulties exist. Keep them specially in mind, and 
devise means by which the pupils may overcome them. 

Consider also the relative progress of the pupils, and hereafter 
give most attention to backward ones. It is better to have a uni- 
form grade of excellence, even if not so high, than to have a few 
members of the class so much ahead of the larger number as is 
common. Apply to your class the maxim that a chain is no stronger 
than its weakest link. 

Seat-work : Finish the following stories by using the 
words pencil, book, shawl, hat, desk, and teacher : — 

1. There is your . 4. There is your . 

2. There is your . 5. There is your . 

3. There is your . 6. There is your . 



Block 2.] 43 



LANGUAGE LESSONS- 



LESSON i. 

The pupils should name everything they can see in a 

picture which you hold before them ; thus, I see a ; 

I see a ; etc. 

Select a few of the sentences they give you to write 
on the board. Do not print or allow the pupils to do 
so. 

Let the pupils tell where to place the capitals and 
periods. 

Have the class collectively and singly read the 
stories, and talk about the objects named. 

Seat- work : Fill the following blanks with the names 
of the objects in the picture, so as to make complete 
sentences : — 

1. I see a . 4. I see a . 

2. I see a . 5. I see a . 

3. I see a . 6. I see a . 

Copy these stories, and make some more with your 

pencils. 

LESSON II. 

Ask the pupils to name everything Frank has, and 
have them begin with this ; as, This is Frank and his 



44 LANGUAGE LESSONS. [Block 2. 

dog; This is Frank and his nest; This is Frank and 
his sled; This is Frank and his papa; This is Frank 
and his fox ; This is Frank and his cat ; etc. 

Write these stories on the board in script, asking the 
pupils to tell where to place periods and capitals. 

Have the pupils read them, and observe and tell that 
this means something near, and his means Frank's. 

Seat-work : Fill out the following stories, using the 
words cat, fox, papa, shed, nest, and dog : — 

1. This is Frank and his — 

2. This is Frank and his — 

3. This is Frank and his — 

4. This is Frank and his — 

5. This is Frank and his — 

6. This is Frank and his — 



See how neatly you can write. 



LESSON III. 



Let the pupils name everything Rosy has. They 
should begin each story with this ; as, This is Rosy and 
her doll ; This is Rosy and her bird ; This is Rosy 
and her hen ; This is Rosy and her fan ; This is Rosy 
and her cat; This is Rosy and her dog; etc. 

Write all these stories on the board in script. 

Ask the pupils where to place the capitals and periods. 

The pupils are to read what you have written, and 
observe and tell that this means something near, and 
that her means the girVs. 

Require the pupils to answer in complete sentences. 



Block 2.] LANGUAGE LESSONS. 45 

Seat-work : Finish the following stories, using the 
words dog, cat, fan, hen, bird, and doll : — 

1. This is Rosy and her — 

2. This is Rosy and her — 

3. This is Rosy and her — 

4. This is Rosy and her — 

5. This is Rosy and her — 

6. This is Rosy and her — 



LESSON IV. 

Ask the pupils to name everything Fred has, as 
though they were looking at a picture. 

Begin with that ; as, That is Fred and his ship ; That 
is Fred and his fish; That is Fred and his rabbits; 
That is Fred and his eggs ; That is Fred and his book ; 
That is Fred and his slate ; etc. 

Write these stories on the board in script, requiring 
the pupils to tell where to place the capitals and 
periods. 

See if they can catch you in an error. 

Have the pupils read all you have written, and ob- 
serve and say that that means something not near, and 
that his means Fred's. 

Let them repeat together, and one at a time, the 
words that and his as here used. 

Seat-work : Fill out the following stories, using the 
words book, slate, eggs, rabbits, fish, and ship : — 



46 



LANGUAGE LESSONS. 



[Block 2. 



1. That is Fred and his 

2. That is Fred and his 

3. That is Fred and his 

4. That is Fred and his 

5. That is Fred and his 

6. That is Fred and his 



LESSON V. 

Let the pupils name everything Bessy has, and begin 
each story with that ; as, That is Bessy and her doll ; 
That is Bessy and her papa; That is Bessy and her 
cat; That is Bessy and her dog; That is Bessy and 
her cow ; That is Bessy and her rabbits ; etc. 

Write these stories on the board in script, and ask 
the pupils where to place the capitals and periods. 

Have the pupils read the stories, and observe and tell 
that that means something not near, and that her means 
Bessy's. 

Cultivate soft and pleasant tones of voice in yourself 
and pupils. It is better than discipline by force. 

Seat-work : Complete the following stories, using for 
the purpose the words cow, dog, cat, papa, rabbits, and 
doll : — 

1. That is Bessy and her — 

2. That is Bessy and her — 

3. That is Bessy and her — 

4. That is Bessy and her — 

5. That is Bessy and her — 

6. That is Bessy and her — 



Block 2.] LANGUAGE LESSONS. 47 



LESSON VI. 

Ask the pupils to name everything Harry has, and 
let them begin with here; as, Here is Harry and his 
cow ; Here is Harry and his ship ; Here is Harry and 
his fish ; Here is Harry and his hens ; Here is Harry 
and his kite ; Here is Harry and his sled ; etc. 

Write the stories they make on the board in script. 
As you write, the pupils must say where the capitals 
and periods are to be placed. 

Have the class read the stories, and observe and tell 
you that here means something near, and that his means 
Harry's. 

Seat-work: Fill the following blanks with the 
words ship, fish, cow, hen, sled, and kite : — 

1. Here is Harry and his — 

2. Here is Harry and his — 

3. Here is Harry and his — 

4. Here is Harry and his — 

5. Here is Harry and his — 

6. Here is Harry and his — 



LESSON VII. 

The pupils should name everything Belle has. They 
should begin with the word here; thus, Here is Belle 
and her papa ; Here is Belle and her hoop ; Here is 
Belle and her bird ; Here is Belle and her dog ; Here 
is Belle and her cat ; Here is Belle and her hens. 



48 LANGUAGE LESSONS. [Block 2. 

Write these stories on the board in script. 

Ask the pupils, one at a time, where to place the 
capitals and periods. 

Have the pupils read the stories, and observe and 
tell that here means something near, and that her means 
Belle 8. 

Be careful not to interrupt a pupil while he is speak- 
ing. Correct him only when he has finished. Let him 
have a chance to correct his mistake. 

Seat-work: Finish the following stories by intro- 
ducing the words hens, cat, dog, bird, hoop, and papa : — 

1. Here is Belle and her — 

2. Here is Belle and her — 

3. Here is Belle and her — 

4. Here is Belle and her — 

5. Here is Belle and her — 

6. Here is Belle and her — 



You may copy all these stories, and then tell some 
more like them. 



LESSON VIII. 

The pupils should now name everything that Tom 
has, and begin their stories with there ; thus, There is 
Tom and his kite; There is Tom and his mamma; 
There is Tom and his papa ; There is Tom and his sled ; 
There is Tom and his dog ; There is Tom and his ship. 

Write all the stories on the board in script. 

Require the pupils to tell where the periods and capi- 
tals belong. 



Block 2.] LANGUAGE LESSONS. 49 

Let the stories be read by all the class. 

Have each scholar tell that there means something 
not near, and his means Tom's. 

Do your pupils recite promptly and without misusing 
the word noiv f 

Seat-work : Fill out the following stories by insert- 
ing the words mamma, kite, papa, sled, dog, and ship: — 

1. There is Tom and his . 

2. There is Tom and his . 

3. There is Tom and his . 

4. There is Tom and his . 

5. There is Tom and his . 

6. There is Tom and his . 



LESSON IX. 

Have your pupils name everything that Fanny has, 
beginning with there; thus, There is Fanny and her 
sister; There is Fanny and her mamma; There is 
Fanny and her bird; There is Fanny and her rabbits; 
There is Fanny and her hoop ; There is Fanny and her 
papa. 

Write the stories told, on the board. 

The pupils must show where to put the periods and 
capitals. 

Let the scholars read the stories, and notice and tell 
that there means something not near, and her means 
Fanny's. 

Seat-work : Fill out the following stories, using the 
words sister, mamma, papa, bird, rabbits, and hoop : — 



50 



LANGUAGE LESSONS. 



[Block 2. 



1. There is Fanny and her 

2. There is Fanny and her 

3. There is Fanny and her 

4. There is Fanny and her 

5. There is Fanny and her 

6. There is Fanny and her 



LESSON X. 

Let the pupils name everything Nat has. They are 
to begin each sentence with it is ; thus., It is Nat and 
his wagon ; It is Nat and his sister ; It is Nat and his 
net; It is Nat and his cow; It is Nat and his mamma ; 
It is Nat and his papa ; etc. 

Place all stories on the board in script. 

As you write, ask the scholars where to place capitals 
and periods. 

Call their attention to the fact that his means Nat's. 

Give a good deal of time to the slower pupils. 

Seat-work: Fill the blanks in the following stories 
with the words wagon, papa, mamma, nest, sister, and 
cow : — 

It is Nat and his — 

It is Nat and his — 

It is Nat and his — 

It is Nat and his — 

It is Nat and his — 

It is Nat and his — 



1. 

2. 
3. 
4. 

5. 
G. 



Copy these stories, and tell more with your pencils. 
How do you tell anything with your pencil ? What 
do we call telling with the tongue ? 



Block 2.] LANGUAGE LESSONS. 51 

LESSON XI. 

Ask the pupils to name everything Rose has. They 
must begin their answers with it is ; thus, It is Rose 
and her teacher ; It is Rose and her hoop : It is Rose 
and her dog ; It is Rose and her mamma ; It is Rose and 
her doll ; It is Rose and her bird ; etc. 

Write all the stories on the board in script. 

As you write, let the pupils tell where to place capi- 
tals and periods. 

All should read the stories, and observe and tell that 
her means Roses. When the class begin the written 
lesson, be sure that all understand any new expression 
introduced into the directions. 

Seat-work : Complete the following stories by insert- 
ing the words teacher, hoop, dog, bird, mamma, and doll 
in the proper places : — 

1. It is Rose and her — 

2. It is Rose and her — 

3. It is Rose and her • — 

4. It is Rose and her — 

5. It is Rose and her — 

6. It is Rose and her — 



LESSON XII. 

Pupils should name everything they can see belong- 
ing to Willie. They should begin by saying, I see : 
thus, I see Willie and his desk ; I see Willie and his 
slate ; I see Willie and his book ; I see Willie and his 



52 LANGUAGE LESSONS. [Block 2. 

teacher; I see Willie and his hat; I see Willie and 
his pencil ; etc. 

Write what the pupils tell, on the board, in script. 

Have the pupils read the stories, and state whether 
the capitals and periods have been placed correctly. 

Let them tell that his means Willie's. 

Eetain each week at least one specimen of every 
pupil's work. Compare the papers, and drill each pupil 
in that portion in which he is deficient. Encourage 
the backward ones in every possible way. 

Seat-work: Fill the following blanks by using the 
words pencil, hat, teacher, book, slate, and desk : — 

1. I see Willie and his — 

2. I see Willie and his — 

3. I see Willie and his — 

4. I see Willie and his — 

5. I see Willie and his — 

6. I see Willie and his — 






Note. Encourage the pupils to improve their writing each day. 



LESSON XIII. 

Ask the pupils to name everything they can see be- 
longing to May. Let them begin their stories with 1 
see ; thus, I see May and her bag ; I see May and her 
shawl; I see May and her teacher; I see May and 
her book ; I see May and her desk ; I see May and her 
slate ; etc. 

Write the replies on the board, at the same time re- 
quiring the pupils to tell where to put the capitals and 
periods. 



Block 2.] LANGUAGE LESSONS. 53 

Let the scholars read all the stories, and tell that her 
means May's. 

Remember what has been said about a lazy mental 
habit, and drawling or hesitating manner of speaking. 

Seat-work : Complete the following stories, using the 
words desk, slate, book, teacher, shawl, and bag : — 

1. I see May and her — 

2. I see May and her — 

3. I see May and her — 

4. I see May and her — 

5. I see May and her — 

6. I see May and her — 



LESSON XIV. 

Ask the pupils to name everything they saw yester- 
day belonging to a boy. 

They are to begin their stories with the words / saw 
Frank ; thus, I saw Frank and his ship ; I saw Frank 
and his boat ; I saw Frank and his wagon ; I saw 
Frank and his cow ; I saw Frank and his sister ; I saw 
Frank and his papa ; etc. 

Write the word seen on the board with a line drawn 
through it, and whenever a pupil says I seen refer to it. 

Write all the stories in script on the board. As you 
are writing ask the pupils where to place capitals and 
periods. 

Let the whole class read the stories, and observe and 
tell that saw means seeing not now, and his means 
Frank's. 



54 LANGUAGE LESSONS. [Block 2. 

Seat- work: Fill out the following stories with the 
words ship, papa, sister, cow, wagon, and boat : — 

1. I saw Frank and his — 

2. I saw Frank and his — 

3. I saw Frank and his — 

4. I saw Frank and his — 

5. I saw Frank and his — 

6. I saw Frank and his — 



LESSON XV. 

The pupils should name what they saw yesterday- 
belonging to a girl. Let them begin with / saw Bessy ; 
thus, I saw Bessy and her hoop ; I saw Bessy and her 
sister ; I saw Bessy and her mamma ; I saw Bessy and 
her brother ; I saw Bessy and her dog ; I saw Bessy and 
her doll ; etc. 

Write these stories on the board in script, along with 
others the pupils tell. 

See if they can catch you in an error in placing the 
capitals and periods. 

Have the pupils read all that is written, and observe 
and repeat that saw means seeing not now, and that her 
means Bessy's. 

Do not forget to erase all board-work before proceed- 
ing to the written exercises. 

Seat-work : Finish the following stories by supplying 
the words brother, mamma, doll, hoop, dog, and sister : — 

1. I saw Bessy and her . 

2. I saw Bessy and her . 

3. I saw Bessy and her . 



Block 2.] LANGUAGE LESSONS. 55 

4. I saw Bessy and her . 

5. I saw Bessy and her . 

6. I saw Bessy and her . 



LESSON XVI. 

Have your pupils name everything they saw on the 
way to school ; thus, I saw a horse ; I saw a cow ; I saw 
a man ; I saw a tree ; I saw a bird ; I saw a house. 

Write the stories on the board in script. Never use 
or permit any of the class to use print letters. 

As you write let the pupils tell just where to put 
periods and capitals. 

Let each pupil read what has been written, and ob- 
serve and say that saw means not now. 

At the close of every lesson give the class an idea of 
what will -next be required, so that the pupils may come 
prepared with stories. 

Call the attention of the pupils to the beauty of the 
writing in their lessons. 

Seat-work: Complete the following stories, using for 
that purpose the words house, cow, horse, man, tree, and 
bird : — 

1. I saw a . 4. I saw a . 

2. I saw a . 5. I saw a . 

3. I saw a . 6. I saw a . 



LESSON XVII. 

Ask the pupils to name everything that can run : as, 
The horse can run ; The cat can run ; The boy can run ; 



56 LANGUAGE LESSONS. [Block 2. 

The rat can run ; The fox can run ; The hen can run ; 
etc. 

Write the stories on the board, and require the 
pupils to say where capitals and periods should be 
placed. 

Have all the stories read. 

If, at any time, the class read or recite in concert, be 
careful to secure the low and pleasant tone of voice. 

Note. The teacher should call the attention of the pupils to 
the initial words of the written lesson, and induce them to use 
others besides those of the model stories. 

Seat-work : Finish the following stories by inserting 
the words hen, rat, horse, fox, cat, and boy : — 

1. The can run. 

2. A can run. 

3. This can run. 

4. My can run. 

5. That can run. 

6. Her can run. 



LESSON XVIII. 

The pupils should name everything that can walk ; 
as, The man can walk ; A dog can walk ; This boy can 
walk ; That girl can walk ; The cat can walk ; This 
horse can walk ; etc. 

Write these stories on the board, the pupils indicat- 
ing where to place capitals and periods. 

Have the pupils read what you have written. Cause 
them to observe that all the stories do not begin with 
the same word. Let them repeat the initial words of 



Block 2.] LANGUAGE LESSONS. 57 

all the sentences. It may be well to make a list of 
these words on the board ; bnt do not leave it where 
the pupils can see it during their writing lesson. 

Seat-work: Make the following stories complete, 
using the words cat, horse, dog, man, boy, and girl : — 

1. A can walk. 

2. The can walk. 

3. This can walk. 

4. Her can walk. 

5. That can walk. 

6. My can walk. 



LESSON XIX. 

Let the pupils name everything that can play ; thus, 
This boy can play ; That girl can play ; A cat can play ; 
My dog can play; His sister can play; Your brother 
can play; etc. 

Write all the stories told on the board, and ask the 
pupils where to place the periods and capitals. 

Have the pupils read all you have written, and notice 
and say that each story begins with a different word. 
Let them tell what the initial words are. 

Seat-work: Finish the following stories with the 
words brother, sister, dog, cat, boy, and girl : — 

1. This can play. 

2. My can play. 

3. That can play. 

4. A can play. 

5. Your can play. 

6. The can play. 



58 LANGUAGE LESSONS. [Block 2. 

LESSON XX. 

Ask the pupils to name everything that can jump; 
as, A mouse can jump; This boy can jump; That girl 
can jump ; The man can jump ; My rabbit can jump ; 
Your dog can jump ; etc. 

Write the stories on the board in script. 

The pupils should tell where to put the capitals and 
periods. 

Have the pupils read the stories, and observe and tell 
that each begins with a different word. 

At the close of each lesson let the pupils know what 
will be the subject of the next lesson. 

Seat-work : Fill out the following stories, using the 
words mouse, bog, girl, man, rabbit, and dog : — 

1. A can jump. 

2. My can jump. 

3. This can jump. 

4. The can jump. 

5. Your can jump. 

6. That can jump. 



LESSON XXI. 

Let the pupils name everything that can hop ; thus, 
The girl can hop ; That boy can hop ; A flea can hop ; 
This bird can hop ; My frog can hop ; etc. 

Write the stories on the board, and ask the pupils to 
tell where to place the capitals and periods. 

The pupils should read the stories, and notice and 
say that each one begins with a different word. 



Block 2.] LANGUAGE LESSONS. 59 

Seat- work : Finish the following stories by using the 
words frog, flea, boy, girl, bird, and hen : — 

1. A can hop. 4. The can hop. 

2. This can hop. 5. That can hop. 

3. My can hop. 6. Your can hop. 

Copy all these stories, and write some more. 
Commence each new story with a different word. 



LESSON XXII. 

Pupils should name everything that can fly : thus, 
A bird can fly ; That bee can fly ; The bat can fly ; My 
kite can fly ; Your hen can fly ; This fly can fly ; etc. 

Write the stories on the board in script. 

Let the pupils tell where to place the periods and 
capitals. 

Have your pupils read the stories, and notice and tell 
that each story begins with a different word. 

Seat-work : Fill the blanks in the following stories, 
using the words bee, bat, kite, hen, fly, and bird : — 

1. A can fly. 4. That can fly. 

2. This can fly. 5. My can fly. 

3. Your can fly. 6. The can fly. 



LESSON XXIII. 

Call upon the pupils in the following manner : 
" Edward, name two things that can swim." 
" John, name two more." 



60 LANGUAGE LESSONS. [Block 2. 

Go on in this way as long as different things are 
named. When responses cease, ask if any one can tell 
anything that swims that has not been mentioned. 

Answers must be in full sentences ; thus, A fish can 
swim ; That boy can swim ; This man can swim ; The 
frog can swim ; My dog can swim ; Fred can swim ; etc. 

Write all stories on the board. Have the pupils read 
them, and say that each one begins with a different 
word. 

Call attention to the capitals and periods. 

Seat-work : Complete the following stories by using 
the words Fred, boy, man, fish, dog, and frog : — 

1. The can swim. 

2. My can swim. 

3. That can swim. 

4. A can swim. 

5. This can swim. 

6. can swim. 

Take home your finished lessons to show to your 
parents. Ask them if you are doing better. 



LESSON XXIV. 

Ask the pupils, one at a time, to name some animal 
that has wings; as, A bee has wings; The bat has 
wings ; This bird has wings ; My hen has wings ; That 
fly has wings ; Your duck has wings ; etc. 

Write these stories on the board in script, asking the 
pupils where to place the capitals and periods. 

Let the pupils read all you have written. 



Block 2.] LANGUAGE LESSONS. 61 

Cause them to observe and tell that each story begins 
with a different word, and what the initial word in each 
sentence is. 

Seat-work : Finish the following stories, using the 
words bee, bat, bird, fly, duck, and hen : — 

1. A has wings. 

2. The has wings. 

3. Your has wings. 

4. My has wings. 

5. This has wings. 

6. That has wings. 



LESSON XXV. 

Play the game of Horns, Fur, Scales, or Feathers.* 

Ask the pupils to tell you what has fur ; thus, Your 
cat has fur ; This rat has fur ,* The mouse has fur ; My 
rabbit has fur ; A bear has fur ; That bat has fur ; etc. 

Write all they tell you on the board. 

Ask some pupil to point out the place of the capitals 
and periods. 

Let the pupils read all the stories, and notice and say 
that each one begins with a different word. 

Secure prompt recitation. Keep the class interested. 

Seat-work : Make the following stories complete by 
using the words cat, rat, mouse, rabbit, bear, and bat : — 

1. A has fur. 

2. This has fur. 

3. That has fur. 

* This game is described in the Hints to Teachers. 



62 LANGUAGE LESSONS. [Block 2. 

4. My has fur. 

5. The has fur. 

6. Your has fur. 

Copy the above stories, and make some of your own. 
If you can, begin each story with a new word. 



LESSON XXVI. 

Call upon the pupils as follows : — 

" Charlie, name something that has horns." 

" Mary, can you name anything else ? " 

Make suggestions to call out the following stories, 
unless the pupils volunteer them ; namely, My cow has 
horns ; Your sheep has horns ; The deer has horns ; An 
elk has horns ; etc. 

Write the stories on the board in script. 

The pupils will designate where to place the capitals 
and periods. 

Have all the pupils read the stories, and observe and 
tell that each one begins with a different word. 

Do not forget to erase what you have written before 
proceeding to the seat-work. 

Seat-work: Make the following stories perfect by 
adding the words goat, sheep, cow, ox, elk, and deer : — 

1. A has horns. 

2. The has horns. 

3. Your has horns. 

4. My has horns. 

5. This has horns. 

6. That has horns. 



Block 2.] LANGUAGE LESSONS. 63 

LESSON XXVII. 

Write the words boy, horse, frog, bird, fish, and man 
on the board. 

Ask the pupils to tell you what the objects named 
can do ; as, A man can walk ; My bird can fly ; Your 
horse can run ; The boy can play ; This fish can swim ; 
That frog can hop ; etc. 

Write what they tell on the board in script, and ask 
them where to put the capitals and periods. 

Have the pupils read the stories, and notice and say 
that each story tells what some thing can do. 

Seat- work : Complete the following stories with the 
words man, boy, bird, fish, horse, and frog : — 

1. A can hop. 

2. Your can run. 

3. That can swim. 

4. This can play. 

5. The can walk. 

6. My can fly. 



LESSON XXVIII. 

Write the words flea, bee, hog, boy, fox, and rabbit on 
the board. 

Ask the pupils to tell you what each thing named 
can do ; as, A flea can hop ; The bee can fly ; That frog 
can swim ; This boy can walk ; My fox can run ; Your 
rabbit can jump. 

Write the stories on the board in script. The pupils 
should show where to place the capitals and periods. 



64 LANGUAGE LESSONS. [Block 2. 

Let the stories be read. 

All should observe and say that each story tells what 
some thing can do. 

Play Horns, Furs, Scales, and Feathers. 

Seat- work : Fill blanks in the following stories, using 
the words rabbit, fox, boy, frog, bee, and flea : — 

1. A can jump. 

2. My can run. 

3. Your can hop. 

4. This can walk. 

5. That can play. 

6. The can sting. 

Copy these stories, and tell others with your pencils. 
Begin each story with a different word. 



LESSON XXIX. 

Write the words kite, hen, cat, rat, girl, and dog upon 
the board. 

Let the pupils tell you what these objects can do ; as, 
My kite can fly ; Your hen can hop ; Her cat can play ; 
This rat can run; That girl can walk; The dog can 
jump; etc. 

Write the stories on the board. 

Have the pupils read them all, and observe and say 
that each stor} r tells what some thing can do. 

Seat-work: Finish the following stories by using 
the words dog, girl, rat, cat, hen, and kite : — 

1. My can fly. 

2. This can play. 



Block 2.] LANGUAGE LESSONS. 65 

3. Your can hop. 

4. That can run. 

5. The can jump. 

6. A can walk. 



LESSON XXX. 

Write the words bat, bird, girl, cat, dog, and boy on 
the board. 

Call upon the pupils, one at a time, by name, to tell 
you what these objects can do, skipping about as much 
as possible. Thus, for example, A bat can fly ; My bird 
can hop ; This girl can play ; Your cat can run ; His 
dog can swim ; That boy can jump ; etc. 

Write the stories on the board. 

Let the pupils read them, and observe and state that 
each story tells what some thing can do. 

Seat-work: Finish the following stories with the 
words cat, dog, boy, girl, bird, and bat : — 

1. My can swim. 

2. Your can hop. 

3. That can fly. 

4. This can play. 

5. The can jump. 

6. A can run. 



LESSON XXXI. 

Write the words fly, sister, hen, cat, flea, and frog 
upon the board. 



66 LANGUAGE LESSONS. [Block 2. 

Let the pupils tell you what these objects can do ; as, 
My hen -can run ; Your cat can walk ; A fly can buzz ; 
This flea can jump ; The frog can swim ; Your sister 
can play ; etc. 

Write what they say on the board. 

Have the pupils read the stories, and observe and 
state that each story tells what some thing can do. 

Seat-work : Make the following stories complete with 
the words frog, flea, cat, hen, sister, and fly : — 

1. A can swim. 

2. The can jump. 

3. This can play. 

4. My can walk. 

5. Your can run. 

6. That can buzz. 



LESSON XXXII. 

Play Horns, Fur, Scales, and Feathers. 

Write the words horns, fur, and wings on the board. 

Ask the pupils to name everything that has one of 
the three things named ; as, A bee has wings ; The rat 
has fur ; My cow has horns ; The bat has wings ; Your 
cat has fur ; His sheep has horns ; etc. 

Write these stories on the board. Have the pupils 
read them. 

Seat-work: Finish the following stories, using the 
words bee, bat, cat, sheep, cow, and rat : — 

1. A has wings. 

2. This has fur. 



Block 2.] LANGUAGE LESSONS. 67 

3. The has wings. 

4. My has horns. 

5. Your has horns. 

6. That has fur. 

Tell some more stories about these animals with youi* 
pencils. 

Begin each story with a different word. 



LESSON XXXIII. 

Write the words horns, fur, and wings on the board. 

Require the pupils to name all of the animals that 
they know that have one of these characteristics ; as, 
My bird has wings ; A mouse has fur ; Your goat has 
horns ; This duck has wings ; That bear has fur ; The 
elk has horns : etc. 

Write the stories on the board. 

Ask the pupils where to place capitals and periods. 

Have the stories read. 

Seat-work : Fill out the following stories, using the 
words bird, goat, mouse, elk, duck, and bear : — 

1. My has horns. 

2. Your has wings. 

3. That has horns. 

4. This has fur. 

5. The has wings. 

6. A has fur. 



68 LANGUAGE LESSONS. [Block 2. 

LESSON XXXIV. 

Write the words horns, fur, and wings on the board. 

Ask the pupils to name all of the animals that they 
can that have one of these characteristics ; as, A fly has 
wings ; The mouse has fur ; My ox has horns ; A bat 
has fur ; Your hen has wings ; That deer has horns ; 
etc. 

Write these stories on the board. Have the pupils 
read them. 

Play Horns, Fur, Scales, and Feathers. 

Seat-work : Complete the following stories, using the 
words deer, ox, bat, mouse, hen, and fly : — 

1. My has wings. 

2. The has fur. 

3. This has wings. 

4. Your has horns. 

5. That has fur. 

6. A has horns. 

LESSON XXXV. 

Write the words flea, bee, frog, boy, fox, and rabbit on 
the board, and ask the pupils to tell you what the ob- 
jects named can do ; thus, A flea can hop ; etc. 

Seat-work: Complete the following stories by use 
of the words jump, run, hop, buzz, play, and swim : — 

1. The boy can . 

2. This flea can . 

3. My green frog can . 

4. That fox can . 

5. Your white rabbit can . 

6. A little bee can . 



Block 2.] LANGUAGE LESSONS. 69 



LESSON XXXVI. 

Write the words kite, hen, cat, rat, dog, and girl on 
the board. 

Ask the pupils to think of these objects named, and 
to tell you what they can do ; as," My ball can roll ; etc. 

Seat-work : Fill the blanks in the following stories 
with the words walk, jump, run, hop, play, and roll: — 

1. My pretty ball can . 

2. Your pet hen can . 

3. His big dog can . 

4. This little girl can . 

5. A fat cat can . 



6. That black rat can 



LESSON XXXVII. 

Write on the board the words bat, bird, girl, cat, dog, 
and boy. 

Ask the pupils to tell you what the things named 
can do ; as, This bat can fly ; etc. 

Seat- work : Fill out the following stories with the 
words run, jump, play, jly, skip, and swim : — 

1. A little bat can 

2. This little girl can . 

3. Your pet cat can . 



4. The pretty bird can 

5. That big dog can — 

6. My boy can . 



70 LANGUAGE LESSONS. [Block 2. 

LESSON XXXVIII. 

Write on the board the words fly, sister, hen, cat, flea, 
and frog. 

Ask the pupils to tell you what the objects can do; 
as, A fly can buzz ; etc. 

Seat-work: Finish the following stories by use of 
the words buzz, play, run, jump, swim, and walk : — 

1. A little fly can . 

2. Your white hen can . 

3. The green frog can . 

4. My sister can . 

5. This black cat can . 

6. That little flea can . 



Copy all these stories, and tell more with your pen- 
cils, making use of the same words in different ways. 

Be sure to take some of your work home for your 
parents to see. 



LESSON XXXIX. 

Write the words beetle, cow, fox, rabbit, bee, and horse 
on the board. 

Let the pupils tell what these animals can do ; thus, 
A beetle can pinch ; etc. 

Play Horns, Fur, Scales, and Feathers. 

Seat-work : Complete the following stories by add- 
ing the words pinch, stand, run, hop, sting, and kick : — 

1. My black horse can . 

2. A beetle can . 



Block 2.] LANGUAGE LESSONS. 71 

3. Your pretty rabbit can . 

4. The busy bee can . 

5. This red fox can . 



6. That brown cow can — ~ 



LESSON XL. 



Write the words bird, bell, ink, boy, eggs, and ship on 
the board. 

The pupils are to tell you what the things will do ; 
as, My bird will sing; etc. 

Seat- work : Make perfect stories of the following by 

inserting the words sing, ring, spill, fall, break, and 
sink : — 

1. My pretty bird will . 

2. That big boy will . 

3. That black ink will . 

4. Your little bell will . 



5. Your white eggs will 

6. The little ship will - 



LESSON XLI. 

Write the words papa, mamma, slate, top, sun, and 
dish on the board. 

Ask the pupils to tell you what the objects named 
do ; thus, My papa will work ; etc. 

Seat-work : Finish the following stories with the 
words work, break, cook, spin, set, and fall : — 



72 LANGUAGE LESSONS. [Block 2. 

1. My papa will . 



2. The big sun has — 

3. Her new slate will 

4. Your mamma will 

5. His red top can — 



6. That little dish will 



LESSON XLII. 

Write the words pet, hit, catch, fly, spin, and pat on 
the board. 

Ask the pupils to tell stories with the words ; thus, 
I can pet my cat ; You can catch a fish ; The boy can 
spin a top ; Fred can pat his dog ; etc. 

Seat-work : Complete the following stories by use of 
the words cat, dog, top, kite, fish, and ball : • — 

1. I can pat my . 

2. You can catch a . 



3. Harry can hit the 

4. Fred can fly his — 

5. Fred can spin a — 

6. Belle can pet her - 



Copy all the stories, and tell more stories about the 
same objects. 

Make your stories as different from each other as you 
can. 



LESSON XLIII. 
Let the pupils tell you everything they can do ; thus, 



I can sing a song ; etc. 



Block 2.] LANGUAGE LESSONS. 73 

Call upon them by name. 

Encourage the timid, and stimulate the slow of 
thought. 

Seat-work : Finish the following stories, making use 
of the words song, bell, bird, rat, well, and story : — 

1. My bird can sing a sweet . 

2. Fred can see the little . 



3. My pet cat can catch the black 

4. This big man can dig a deep — 

5. My teacher can tell a long 

6. Harry can ring the little . 



LESSON XLIV. 

Ask the pupils to tell you everything an animal can 
do ; thus, My cat can catch a rat ; etc. 

They are to suggest both the animal and what it does. 

Seat-work: Make the following stories perfect by 
using the words sticks, mamma, bed, ink, ship, and 
top : — 

1. Fred will pick up all the little . 

2. Good little Bessie will help her . 



3. At night I like to get into my little 

4. You must not spill the . 

5. Frank likes to spin his new . 

6. Harry will let me sail his . 



74 LANGUAGE LESSONS. [Block 2. 



LESSON XLV. 

The pupils should tell you all they can about a cat, 
dog, top, kite, fish, and ball. 

Play Horns, Fur, Scales, and Feathers. 

Seat-work : Complete the following stories with the 
words pat, fly, spin, hit, pet, and catch : — 

1. Little Belle can her pretty cat. 

2. Fred can his large new kite. 

3. Tom can the nice little fish. 

4. Harry can the big red ball. 

5. Bessie can her little white hen. 

6. My pet cat can that black rat. 



LESSON XL VI. 

Write the words sing, ring, see, catch, dig, and tell 
upon the board. 

Ask the pupils to tell you stories in which these 
words are used. 

Seat-work: Finish the following stories by adding 
the words tell, dig, sing, ring, catch, and see : — 

1. My little bird can a sweet song. 

2. Fred can the little bell. 

3. Frank can the pretty nest. 

4. Your pet cat can the black rat. 

5. This strong man can the deep well. 

6. My teacher can a long story. 



Block 2.] LANGUAGE LESSONS. 75 

LESSON XL VII. 

Write the words pick, help, like, spill, spin, and said 
upon the board. 

Ask the pupils to tell stories using these words. 

Seat- work: Make the following stories complete by 
using the words sail, spin, likes, help, pick, and spill : — 

1. Bessy can up ten little sticks. 

2. Fanny can her good mamma. 

3. You must not the ink. 

4. Tom will let me his little ship. 

5. Fred likes to his new top. 

6. My cat to catch a rat. 

Copy all these stories, and tell more of your own 
making about the same objects. 
Do you improve in writing ? 

LESSON XLVIII. 

Write the words hit, ride, play, break, milk, catch, and 
spill upon the board. 

Call upon the pupils for stories in which these words 
occur. 

Seat-work : Finish the following stories by using the 
words spill, catch, milk, break, play, ride, and hit : — 

1. Fred can the ball with his new bat. 

2. Frank likes to on his black horse. 

3. The boys like to ball. 

4. Do not the pretty dish. 

5. Bessy can the gentle cow. 

6. My big dog likes to a fox. 

7. You must not the milk. 



76 LANGUAGE LESSONS. [Block 2. 

LESSON XLIX. 

Write the words catch, break, fly, roll, sink, and hit 
upon the board. 

Let the pupils tell you stories that introduce these 
words. 

Play Horns, Fur, Scales, and Feathers. 

Seat-work : Complete the following stories by use of 
the words hit, sink, roll, fly, break, and catch : — 

1. The boys can the ball. 

2. Bessy did not the little egg. 

3. Frank likes to his pretty kite. 

4. The baby can the ball. 

5. I can your little ship. 

6. You must not your pet cat. 



LESSON L. 

Write the words break, lost, hid, sweep, held, and saw 
on the board. 

The pupils are to tell you stories, making use of these 
words. 

Seat-work : Fill out the following stories with the 
words saw, held, sweep, hid, lost, and break : — 

1. You must not your long pencil. 

2. Oh, dear ! I have my new hat ! 

3. The bad boy my pretty kite. 

4. Can you the steps for your mamma ? 

5. Fanny her pet cat on her lap. 

6. I a pretty bird on her nest. 



Block 3.] 77 



LANGUAGE LESSONS. 



LESSON I. 

Ask the pupils to name the different objects in the 
schoolroom ; such as girl, boy, etc. 

Write the words girl, boy, basket, door, bag, and 
sponge on the board, one at a time. 

Have the pupils spell each word phonetically, in con- 
cert, until the majority of the class recognize it. 

As each word is written and recognized, lead the 
pupils to fully describe the object mentioned, without 
using its name. 

Play Horns, Fur, Scales, or Feathers. 

Note. The teacher should give the pupils an opportunity at 
the commencement of the seat-work to ask her to place upon the 
board such words as they wish to use, but with the spelling of 
which they are not familiar. In this way the vocabulary of the 
pupils will be greatly enlarged and improved. 

If this direction is not repeated, the teacher will understand it 
to apply to each and every lesson. 

Seat-work : Fill out the following stories, using the 
words boy, basket, girl, bag, door, and sponge : — 

1. The is good. 4. Your is wet. 

2. This is busy. 5. That is round. 

3. My is little. 6. This is high. 



78 LANGUAGE LESSONS. [Block 3. 

* Copy these stories, and tell other stories about the 
same objects. Begin each story with a different word. 
What can a boy do ? 
What does a girl like to play with? 
Of what is your basket made ? 
Where do we get sponges ? 



LESSON II. 

Lead the pupils to name the various objects with 
which boys play ; such as top, kite, etc. 

Write the words knife, bat, ball, top, marble, and kite 
upon the board, one at a time. 

When these words are recognized, call upon pupils 
to describe the objects without naming them. 

After this has been done, have the pupils tell stories 
about these playthings. 

Commend those stories which are well told. 

Seat-work : Complete the following stories with the 
words bat, knife, marble, ball, kite, and top : — 

1. This is red. 4. That is high. 

2. My is round. 5. His is open. 

3. A is smooth. 6. Your is long. 

Of what is your hat made ? 
How many blades has your knife ? 
Do you like to play marbles ? 

What kind of people are very fond of playing with 
kites ? 

* This is a general direction, to be kept in mind by the teacher. 



Block 3.] LANGUAGE LESSONS. 79 



LESSON III. 

Say to the pupils, "I have thought of an object in 
this room. Can any one guess what it is ? " 

Allow them to ask questions which can be answered 
by yes or no, about its shape, size, color, use, and the 
materials of which it is composed ; such as, Is it round ? 
Is it square ? Is it large ? Is it white ? Do we burn 
it ? Does it tell time ? Is it made of wood ? etc. 

Caution them not to use the name of the object. 

Lead them to guess in this way the following named 
objects : coal, fire, book, paper, stick, and window. 

Then write these words upon the board, and have 
the pupils tell stories in which they are used. 

Note. When in the subsequent lessons the " Guessing Game " 
is mentioned, conduct the lesson according to the above plan. 

Seat-work : Make complete stories of the following, 
using the words window, stick, paper, book, fire, and 
coal : — 

1. That is long. 4. My is white. 

2. A is warm. 5. Your is red. 

3. This is open. 6. That is black. 

Write neatly. 



•LESSON IV. 

Ask the pupils questions like the following : " What 
do you like to play with, Mary ? " etc. 

" What do you like to play with, Jenny ? " 
"What do you like to play with, Ella? " 



80 LANGUAGE LESSONS. [Block 3. 

" What do you like to play with, Emma ? " 

" What do you like to play with, Ruby ? " 

" What playthings does Santa Claus bring good little 

girls?" 

By some such device lead the pupils to name the toys 

with which girls play. 

Write the words swing, doll, hoop, rope, dishes, and 

table on the board, and see which pupil can tell the 

prettiest story about them. 

Play Horns, Fur, Scales, or Feathers. 

Seat-work : Fill out the following stories, using the 
words hoop, doll, dishes, swing, rope, and table : — 

1. My is pretty. 4. Your is high. 

2. Her is low. 5. A is round. 

3. These are little. 6. That is long. 

See how neatly you can copy these stories. 
Make up some pretty little stories about the toys 
Santa Claus brought you last Christinas. 
Tell what the objects are made of. 



LESSON V. 

Partially describe to your pupils the following objects 
in the schoolroom, one at a time, without using their 
names : desk, stove, ink, slate, pencil, and chalk. 

As different pupils catch your idea, allow them to 
help you in leading the rest of the pupils to guess the 
various objects. 

Write the above words upon the board, and commend 



Block 3.] LANGUAGE LESSONS. 81 

those pupils who tell the best stories about the objects 
named. 

Do not tell the pupils any new word; have them 
learn all such words by phonetic spelling. 

Seat-work : Fill the following blanks, using the words 
pencil, chalk, slate, ink, stove, and desk. Make your 
letters just like these. 

1. The is hot. 4. This is black. 

2. A is smooth. 5. That' is white. 

3. My is sharp. 6. Your is little. 

Of what are these objects made ? 
For what do we use them ? 



LESSON VI. 

Ask the pupils questions like the following : " What 
do you like to eat, Henry? Ella? Willie? Carrie? 
Fred?" 

All answers must be in full sentences ; thus, I like to 
eat candy ; I like cake best ; etc. 

Write the words pie, cake, candy, nuts, orange, and 
apple on the board. 

When these words have been spelled phonetically 
and recognized, have a little talk about the objects ; e.g., 
Where do Ave get them ? Of what are they made ? 
Which of them grow ? What is their color ? etc. 

Make the lesson as bright as possible, and vary the 
form of questioning so as to keep the minds of the 
pupils on the alert. 

Play Horns, Fur, Scales, or Feathers. 



82 LANGUAGE LESSONS. [Block 3. 

Seat-work : Complete the following stories with the 
words apple, orange, nut, candy, cake, and pie : — 

1. This is rich. 4. My is red. 

2. Your is hard. 5. That is sour. 

3. A is round. 6. The is sweet. 

Copy these stories. 

Try to have your writing look like this. 

Write more stories about these nice things to eat. 

Play you are going to have a party, and write the 
names of all the things to eat which you will have on 
your little table. 



LESSON VII. 

Question the pupils as follows : " Who can guess the 
name of the animal I saw when I was coming to school ? " 
(Have in mind, for example, a horse.) 

Call on different pupils to ask questions about the 
size, color, noise made by them, use, etc., of the dog, cow, 
ox, horse, rat, and hen. 

Caution the pupils not to use the animal's name. 
They will soon become very quick in devising ways in 
which to express their ideas without using the forbidden 
word. 

Write the names of these animals on the board. 

Ask the pupils to tell stories about their pet dog, 
horse, cow, etc. 

Show the pupils pictures of these animals, and lead 
them to observe and tell about them. 

Seat-work : Make complete stories out of the follow- 
ing, using for the purpose the words hen, rat, horse, ox, 
cow, and dog : — 



Block 3.] LANGUAGE LESSONS. 83 

1. The is gentle. 4. That is very strong. 

2. My is cross. 5. This is my pet. 

3. A is little. 6. Your is white. 

Copy these stories as neatly as you can. 

Write some stories about these animals. Tell what 
they can do, what they eat, and how we can be kind to 
them. 



LESSON VIII. 

Ask the pupils to name the different objects they see 
when they go to the beach ; such as shells, sand, etc. 

Write on the board the words crab, ship, shell, sand, 
rock, and gull, one at a time. 

Have the pupils sound each one phonetically until 
the majority of the class recognize it. 

As the name of each object is written and recognized, 
lead the pupils to fully describe the object itself with- 
out using its name. 

Seat-work: Fill out the following stories, using the 
words gull, rock, sand, shell, waves, and crab : — 

1. My is very pretty. 4. That is white. 

2. This is dry. 5. A is very hard. 

3. The is ugly. 6. These are high. 

Copy these stories, and tell more stories about the 
same objects. 

Ask the teacher to tell you which child writes the 
prettiest stories. 

Take home to your parents some of your papers, to 
let them see how you are getting along. 



84 LANGUAGE LESSONS. [Block 3. 

LESSON IX. 

Write on the board the words mamma, papa, baby, 
grandma, brother, and sister. 

As each word is written, spelled phonetically, and 
recognized, lead the pupils to fully describe the person 
mentioned, without using his name. 

Play Horns, Fur, Scales, or Feathers. 

Seat-work : Complete the following stories with the 
words brother, sister, grandma, baby, papa, and mamma : — 

1. Our is so pretty. 4. His is tall. 

2. Your is very kind. 5. My is good. 

3. Her is old. 6. My is little. 

Copy the stories. 

Make your writing look like this. 

Tell more stories with your pencils about these per- 
sons. 

Write about the kind things they do for you, and tell 
how you can help them. 



LESSON X. 

Say to the pupils : " Let us play that we are all going 
to the city. Shut your eyes and tell me where you go 
and what you see." 

As the pupils mention one of the following-named 
objects, write the name of it on the board : boat, hill, 
water, fish, car, and bird. 

As the words are written, spelled phonetically, and 



Block 3.] LANGUAGE LESSONS. 85 

recognized, lead the pupils to describe the objects desig- 
nated, without using their names. 

After this, let the scholars tell stories of their own, 
making use of these words. 

Seat-work : Finish the following stories by use of 
the words bird, hill, car, fish, water, and boat : — 

1. This is large. 4. The is new. 

2. That is blue. 5. A is steep. 

3. My is pretty. 6. The is little. 

Copy these stories very nicely. 

Tell more stories about the things you saw when you 
went to the city. 



LESSON XL 

Partially describe to the pupils the following animals, 
one at a time : the hog, cat, duck, goat, pig, and sheep. 

As soon as any pupil shows that he has guessed the 
animal you are describing, by telling the size, use, color, 
etc., allow him to help in describing it to the other 
pupils. 

This exercise, properly managed, will arouse great 
interest and enthusiasm. 

Write the names of these animals on the board, and 
have the pupils tell stories about them. 

Play Horns, Fur, Scales, or Feathers. 

Note. In all lessons about animals use pictures or objects. 

Seat-work : Fill oTtt the following stories, using the 
words sheep, pig, goat, duck, cat, and hog : — 



86 LANGUAGE LESSONS. [Block 3. 

1. My is gentle. 4. Your is fat. 

2. His is very pretty. 5. A is very dirty. 

3. This is my pet. 6. That is cross. 

Have you a pet cat ? What can she do ? 



LESSON XII. 

Ask the pupils to name the different parts of the 
body ; such as, head, arm, etc. 

Write the words head, neck, hands, fingers, feet, and 
arms on the board, one at a time. 

As each word is written, spelled phonetically, and 
recognized, lead the pupils to talk about the part men- 
tioned, telling its position, shape, use, etc. 

Seat- work : Fill out the following stories by inserting 
the words arm, feet, fingers, hands, neck, and head : — 

1. My is round. 4. Your is long. 

2. His are clean. 5. Her are little. 

3. Their are still. 6. His is strong. 

Try to copy these stories as nicely as they are written. 

Tell more stories about these parts of your body. 
Tell where they are, what shape they have, and for what 
we use them. 

Do not forget to take home, once a week, a paper that 
you have written. 

LESSON XIII. 

Say to the pupils, " I have thought of something 
which we can see in the sky when we are out of doors 
(i.e., the sun). Can any one guess what it is?" 



Block 3.] LANGUAGE LESSONS. 87 

Teach the pupils how to ask sensible questions that 
can be answered by yes or no about the size, shape, use, 
and color of the object; such as, Is it shaped like a 
sphere ? Do we see it in the night ? Does it give light ? 
etc. 

Read "Twinkle, twinkle, little star." 

Do not allow the pupils to repeat a question that has 
been asked. 

Be careful not to let them use the name of the object. 

Lead the pupils in this way to guess the following ob- 
jects : moon, star, rainbow, clouds, sun, and sky. 

Place these words upon the board, and have the 
pupils talk about the objects named. 

Supplement their knowledge of them with facts suit- 
able to their years. 

Seat-work : Complete the following stories with the 
words shy, sun, clouds, rainbow, star, and moon : — 

1. The is warm. 4. That is bright. 

2. These are white. 5. A is very pretty. 

3. The is full. 6. This is blue. 

When do we see the sun ? 

What happens when the sun sets ? 

Where does the rain come from ? 



LESSON XIV. 

Say to the pupils, " Who can guess the name of the 
animal of which I am thinking?" (e.g., a bat). 

Do not allow them to ask questions which require 
any answer but yes or no. 



88 LANGUAGE LESSONS. [Block 3. 

The first thing for them to find out is the number of 
legs the animal has ; next its size ; then its distinctive 
features ; as, covering, use, food, habits, etc. 

When the pupils have guessed the following-named 
animals, one after the other, frog, snake, lion, bat, fish, 
and deer, place the words on the board. 

Show the pupils pictures of the animals, and lead 
them to tell stories about them. 

Seat- work: Finish the following stories by inserting 
the words deer, fish, bat, lion, snake, and frog: — 

1. A is green. 4. The is blind. 

2. My is little. 5. That is strong. 

3. This is round. 6. His is gentle. 

See how nicely you can copy these stories. 

Write some stories of your own about these same ani- 
mals. 

What can they do ? 

Where have you seen them ? 



LESSON XV. 

Ask the pupils to name the different parts of the 
head ; such as, hair, face, etc. 

Write the words ears, forehead, teeth, tongue, hair, 
and face on the board, one at a time. 

As each word is written, spelled phonetically, and 
recognized, lead the pupils to tell stories, using these 
words. 

Talk to the pupils about personal neatness, care of 
the eyes, teeth, and hair. 

Play Horns, Fur, Scales, or Feathers. 



Block 3.] LANGUAGE LESSONS. 89 

Seat-work : Fill out the following stories, using the 
words face, hair, tongue, teeth, ears, and forehead : — 

1. Your is curly. 4. Our are clean. 

2. My are white. 5. His is high. 

3. Our are small. 6. Her is red. 

Copy these stories. 

Can you make your writing look like this ? 

Tell some stories of your own about these parts of 
your head. Where are they? For what do we use 
them ? How can we take care of them ? What hap- 
pens when we do not take care of our teeth. 



LESSON XVI. 

Question the pupils as follows : " What flower do 
you think is prettiest, Mary? John? Edith? Harry?" 

Place the following list of words on the board : pink, 
pansy, violet, lily, rose, and daisy. 

Draw from the pupils answers to the following ques- 
tions: "Why do you like it? Of what color is it? 
Where does it grow? Of what use is it?" etc. 

Call most frequently on the slower pupils. It is well 
to have them seated together ; and in giving explana- 
tions be sure that these pupils comprehend you. 

Do not relax your vigilance in regard to the "full 
stories." Lessons on any and all subjects become lan- 
guage lessons when complete statements are required in 
answer to all questions. 

Seat-work : Complete the following stories by using 
the words daisy, rose, lily, violet, pansy, and pink : — 



90 LANGUAGE LESSONS. [Block 3. 

1. Your is white. 4. That is blue. 

2. My is sweet. 5. Her is purple. 

3. His is red. 6. The is round. 

Copy these stories. Ask the teacher to tell you 
which pupils do their work most neatly. 

Write some stories of your own about these pretty 
flowers. 



LESSON XVII. 

Partially describe to the pupils a bee ; as, " I have 
thought of a very little animal. It has six legs and two 
wings. It can fly, hum, make honey," etc. 

As soon as any pupil or pupils prove that they have 
guessed the name of this animal, by telling you some 
characteristic feature, let them help you, as before de- 
scribed. 

Read " How doth the little busy bee " to the pupils. 

The animals to be guessed in this way are, beetle, bug, 
ant, fly, fleas, and bees. 

Place these words upon the board, and talk with the 
pupils about these animals. 

Give the term insect. Show pictures of these insects 
to the pupils, and have them tell stories, using the 
names of the same. 

Be sure that you do not allow a few bright scholars 
to do the thinking and talking for the whole class. Be 
constantly on the alert to arouse the dull ones. If you 
persevere in calling upon them, you will be surprised 
to find what original statements will be made by pupils 
whom you have regarded as extremely dull. 



Block 3.] LANGUAGE LESSONS. 91 

Note. Use all possible ingenuity in varying the form of recita- 
tion. Seek to surprise the pupils with new methods. If you find 
that one form of expression is not understood, instantly vary it. 
Watch the faces of the duller pupils. If they are bright and inter- 
ested, you may be sure that you are holding the attention of the 
best pupils. 

Seat-work s Complete the following stories with the 
words bees, fleas, fly, ant, bug, and beetle : — 

1. The is black. 4. This is red. 

2. Those are busy. 5. A is ugly. 

8. That is green. 6. These are little. 

Copy these stories very neatly. 

Make up some pretty stories about these little insects. 
What can they do ? 

Ask the teacher to tell you which pupil writes the 
best stories. 



LESSON XVIII. 

Ask the pupils to name the objects they saw while 
coming to school ; such as, flowers, men, etc. 

Place on the board the words house, trees, children, 
horse, dog, and wagon, one at a time. 

As each word is written, spelled phonetically, and 
recognized, lead the pupils to fully describe the object 
mentioned, without using its name. 

Seat-work : Fill out the following stories, using the 
words wagon, dog, children, trees, house, and horses: — 

1. Those are strong. 4. These are clean. 

2. His are green. 5. That is large. 

3. My is kind. 6. This is new. 



92 LANGUAGE LESSONS. [Block 3. 

How man}' wheels has a wagon ? 
What is a dog good for ? 
Children like to do what ? 
Tell the parts of a tree. 
How do horses help us ? 



LESSON XIX. 

Lead the pupils to name the different parts of the 
face ; such as, eyes, mouth, etc. 

Place the following words on the board : lips, chin, 
cheeks, eyes, nose, and mouth, one at a time. 

As each word is recognized, lead the pupils to tell 
stories about the part of the face named. 

Talk to your pupils about personal cleanliness. Lead 
them to tell the way in which the cat washes itself, and 
remind them that they ought to be able to use their 
hands better than the cat does its paws. 

Seat- work : Finish the following stories by inserting 
the words mouth, eyes, nose, cheeks, lips, and chin : — 

1. My are rosy. 4. Her is shut. 

2. His are blue. 5. Your are still. 

3. That is short. 6. This is large. 

See how neatly you can copy the above. 

Tell more stories with your pencils about these parts 
of the face. 

Have you taken a paper home this week to show your 
parents ? 



Block 3.] LANGUAGE LESSONS. 93 

LESSON XX. 

Say to the pupils : " We will make believe we are set- 
ting the table for dinner. What dishes shall we put on 
it?" 

Have them answer individually in full sentences, not 
repeating what has been said. 

Call most frequently on the duller pupils. 

Write on the board, one at a time, the words knife, 
fork, spoon, cup, glass, and plate. 

As each word is written, spelled phonetically, and 
recognized, lead the pupils to describe and tell stories 
about the object mentioned, without using its name. 

Seat-work : Make complete stories out of the follow- 
ing, using for the purpose the words cup, plate, glass, 
fork, spoon, and knife : — 

1. This is large. 4. A is round. 

2. My is silver. 5. That is small. 

3. The is sharp. 6. Your is broken. 

Copy these stories as nicely as you can. 

Write more stories about these objects. Tell what 
they are made of, their color, shape, size, etc. 

Ask the teacher which pupil has written the best 
stories. 



LESSON XXI. 

Play the " Guessing Game," using for the purpose 
the names of the following-mentioned objects: girl, boy, 
bag, sponge, door, and basket. 



94 LANGUAGE LESSONS. [Block 3. 

Place these words on the board in a column. Lead 
the pupils to tell stories in which they occur. 

Be sure that in telling their stories the following 
words are also used : high, round, wet, little, busy, and 
good. 

Write the latter list of words also upon the board, in 
a separate column, and call upon the pupils, in concert 
and individually, to tell stories in which one word from 
each column is used ; thus, This boy is busy ; My bas- 
ket is round ; etc. 

Note. Remember to have each new or unfamiliar word learned 
by the phonetic method. 

Seat-work : Complete the following stories with the 
words good, busy, little, wet, round, and high : — 

1. The bag is . 4. These boys are . 

2. That girl is . 5. A door is . 

3. My basket is . 6. Our sponges are . 

See how neatly you can copy these stories. 

Make some more stories of your own about the same 
objects. Tell what they are made of, and what they are 
used for. 

Remember to commence each story with a new word. 



LESSON XXII. 

Question the pupils as follows : " What do boys like 
to play with, Everett ? Raymond ? Annie ? Edward? 
Alice?" 

" What kind of toys does Santa Claus bring good 
boys, Willie ? Etta ? Ruby ? " 



Block 3.] LANGUAGE LESSONS. 95 

Write the words kite, marble, top, ball, bat, and knife 
on the board, one at a time. 

As each word is written, spelled phonetically, and 
recognized, lead the pupils to fully describe the object 
mentioned, without using its name. 

Seat- work : Fill out the following stories, using the 
words red, high, round, open, smooth, and long : — 

1. This top is . 4. My marbles are . 

2. Your bat is . 5. These balls are . 

3. Our knives are . 6. Your kite is . 

Copy these stories, and tell more stories about the 
same objects. 

Where do you get these things ? 
What shape have they ? 
What is their color? 



LESSON XXIII. 

Place on the board the words pies, apples, cake, ?iuts, 
candy, and orange in one column, and the words sour, 
red, hard, rich, round, and sweet in another. 

Call upon different pupils to tell stories, each of which 
shall contain one word from each column; as, An 
orange is round ; Those nuts are hard ; etc. 

Draw the attention of the pupils to the fact that an 
must be used before orange, and caution them to use 
is and are correctly. 

Remember to keep got, seen, and now, together with 
other faulty expressions, on the board, cancelled, and 
occasionally refer to them. 



96 LANGUAGE LESSONS. [Block 3. 

Seat-work : Make complete stories out of the follow- 
ing, using for that purpose the words rich, red, hard, 
sour, round, and sweet: — 

1. This cake is . 4. These apples are . 

2. My pies are . 5. Those nuts are . 

3. Your candy is . 6. The orange is . 



Copy these stories very neatly. 

Play you are going to have a doll's party, and write 
some stories about the nice things you will give the 
little guests to eat. 



LESSON XXIV. 

Play the " Guessing Game " with the pupils, and use 
for the purpose the following names of objects in the 
schoolroom ; viz., coal, stick, books, paper, windows, and 
fire. 

Write the above words on the board in one column, 
and in another column the words warm, long, white, red, 
black, and open. 

Have the pupils tell stories, using a word from each 
column in each story. 

Drill the pupils on the correct use of is and are. 
Direct your explanation to those who are slow of com- 
prehension. Make the explanation simple and only 
general. Practice is better than theory at present. 

Seat-work : Finish the following stories by inserting 
in the proper places the words warm, white, long, black, 
red, and open : — 



Block 3.] LANGUAGE LESSONS. 97 

1. The coal is — — . 4. These books are . 

2. That stick is . 5. My paper is . 

3. Those windows are . 6. This fire is . 

Can you write as nicely as these stories are written ? 
Try to make a copy of them that will be just as neat. 

Write some stories for your parents, and tell them 
about the things you have in your schoolroom. 

Ask your teacher to let you take this paper home. 



LESSON XXV. 

Say to the pupils : " We will make believe go to a toy- 
store to buy our good girls some playthings. What 
shall we buy, Harry ? Clara ? Nancy ? Willie ? " etc. 

As fast as the following names of objects are men- 
tioned, place them on the board in a column : dolls, rope, 
swing, hoops, dishes, and table. 

Write in another column the words high, pretty, low, 
little, long, and round. 

Ask who can tell the best stories about these objects. 

Require the pupils to use a word from each column 
in telling a story ; as, My swing is high. 

Seat-work : Make the following stories complete by 
using the words low, pretty, high, little, long, and 
round : — 



1. These dolls are . 4. That swing is — 

2. Your rope is . 5. Those hoops are 

3. This table is . 6. Our dishes are — 



Copy these stories very neatly. 



98 LANGUAGE LESSONS. [Block 3. 

Tell some pretty stories of your own about these ob- 
jects. 

Have you a doll? What is her name? 
What can a hoop do ? 
Of what are dishes made ? 



LESSON XXVI. 

Describe, one at a time, to the pupils the following- 
named animals : ox, cow, dog, horse, rat, and hen. 

Do not use the name of the animal, but lead the 
pupils to guess it. 

As soon as one or more pupils have caught your idea, 
allow them to help you in describing it to the rest, 
without mentioning its name. When the majority have 
guessed it, let them tell you the name, and spell it for 
you to write on the board. 

Seat-work: Fill out the following stories, using the 
words strong, little, cross, gentle, pet, and white : — 

1. My hen is a . 4. His sheep are . 

2. Your cow is very . 5. Those rats are . 



3. That ox is . 6. These dogs are 



Copy these stories, and tell more stories about the 
same animals. 

Have you a pet hen ? 

Cows do no work. Of what use are they ? 

Which animal gives us wool ? For what do we use 
the wool ? 

Do not answer with only one word. 



Block 3.] LANGUAGE LESSONS. 99 

LESSON XXVII. 

Say to the pupils : " Let us make a play trip to the 
beach. What do you see, Frank? Stanley? Carl? 
Jennie ?" etc. 

Write on the board the words sand, water, shells, rock, 
hills, and crabs in one column, and in another column 
the words white, pretty, dry, ugly, blue, and hard. 

Call upon the pupils, individually, to give stories in 
which one word from each column is used. 

If you notice an inattentive pupil, surprise him by a 
question. 

Keep up the interest in the lesson by varying the 
method of reciting. 

Seat-work : Complete the following stories, using the 
words white, pretty, dry, blue, ugly, and hard: — 

1. This sand is . 4. These hills are . 

2. Those shells are . 5. That rock is . 



3. That water is . 6. The crabs are 



Copy the above stories. 
Ask your teacher who is the best writer. 
With your pencils tell some stories for your parents 
about your " play " trip to the beach. 

Take this paper home to show to your parents. 



LESSON XXVIII. 

Have the pupils name the various objects in the 
schoolroom in divisions; thus, The blue objects; The 
yellow objects ; The large objects ; The small objects ; 
The short objects ; The long objects ; etc. 



100 LANGUAGE LESSONS. [Block 3. 

Give a short exercise in the correct use of is and are ; 
e.g., let one pupil say, My pencil is long ; another, My 
pencils are long ; etc. 

Have the slow pupils recite most frequently. 

Seat-work : Fill the following blanks, using for the 
purpose the words black, hot, smooth, sharp, white, and 
little : — 

1. A slate is . 4. Your pencils are . 

2. The ink is . 5. Her chalk is 

3. Our desks are . 6. That stove is . 



Copy the above stories. See how neatly you can 
write. 

Make up some stories of your own about these objects. 

Of what is a slate made ? 

Of what use are the objects mentioned in the stories? 



LESSON XXIX. 

Say to the pupils : " Lay your heads down upon your 
desks, shut your eyes, and let us have a little day-dream 
about a trip to the city." 

After allowing the pupils to remain quietly in this 
position for a minute, give the signal for " position," 
and ask, "What did you see in your dream, Fanny? 
John? Annie? Nellie? "etc. 

Do not call upon the pupils in regular succession. 

Always ask the question before mentioning the name 
of the pupil who is to answer it. 

Seat-work : Fill the following blanks by use of the 
words new, blue, large, pretty, steep, and little : — 



Block 3.] LANGUAGE LESSONS. 101 

1. These hills are . 4. Those birds are . 

2. This boat is . 5. A fish is . 

3. The water is . 6. Those cars are . 



See if you can copy these stories more neatly than 
any other pupil in the room. Ask the teacher whether 
you did. 

Write some more stories for your parents about the 
objects you saw in your day-dream. 

Take this paper home to show to your parents. 



LESSON XXX. 

Ask the pupils to name the different parts of the 
body ; as, the feet, the neck, etc. 

Write on the board the words neck, head, hands, feet, 
fingers, and arms, one at a time. 

As each word is written and recognized, lead the 
pupils to describe the part mentioned. 

Seat-work : Fill out the following stories with the 
words long, round, clean, still, little, and strong : — 

1. My hands are . 4. His arms are . 

2. Your feet are . 5. The neck is . 

3. Her fingers are . 6. Your head is . 

Copy these stories, and tell more stories about these 
parts of the body. 

LESSON XXXI. 

Partially describe, one at a time, to the pupils the 
following-named animals : cat, hog, duck, pig, sheep, 



102 LANGUAGE LESSONS. [Block 3. 

and goat, without using the name of the animal about 
which you are talking. 

As before, allow the bright pupils to help the duller 
ones to guess. 

Refer to the cancelled words on the board whenever 
faulty expressions are used. 

As the name of each animal is guessed, place it on the 
board. Show the pupils a picture of the animal, and 
let them tell stories using its name. 

Be careful not to interrupt a pupil to correct an error 
of speech. Wait until he has finished what he is saying. 

Seat-work : Make the following stories complete, and 
use for the purpose the words fat, gentle, pretty, pet, 
dirty, and cross : — 

1. My cat is a ■ . 4. Your ducks are very . 

2. These pigs are . 5. Those boys are . 

3. This goat is . 6. Your sheep is . 

Copy these stories very neatly. 

Be careful to use is and are correctly. 



LESSON XXXII. 

Question the pupils in the following manner : " Who 
is there at home whom you love dearly, Effie? Lulu? 
Henry? Charles? Anna?" etc. 

Do not accept answers of only one word. 

Caution the pupils not to repeat what has been said. 

Write the words papa, mamma, baby, grandma, brother, 
and sister on the board in one column, and the words 
kind, old, tall, pretty, little, and good in another. 



Block 3.] LANGUAGE LESSONS. 103 

Be sure that the pupils understand what is required 
of them in the seat-work. 

At the commencement of their work give them a 
chance to ask how to spell such words as they wish to 
make use of in their stories. 

Seat-work: Fill out the stories given below with the 
words kind, tall, little, old, good, and pretty : — 

1. This baby is very . 4. His brothers are . 

2. Your papa is . 5. Her sister is . 

3. Our mammas are . 6. My grandma is . 



See how neatly you can copy all the above stories. 

Write some stories in answer to the following ques- 
tions : What kind things does your mamma do for you ? 
What can you do for her ? How does your papa show 
that he loves you? What can you do to make him 
happy ? 

LESSON XXXIII. 

Play the " Guessing Game" with the pupils, using for 
the purpose the objects we see above us when out of 
doors, as follows : rainbow, sun, stars, moon, clouds, and 
sky. 

As each object is guessed by the pupils, allow them 
to tell stories using its name. 

Draw from the pupils any ideas they may have on 
the subject, and give them additional information. 

Ask questions similar to the following : Where does 
the sun rise? It sets where? What is the shape of 
the moon ? the stars ? 

Use a glass prism to show how a rainbow is formed. 



104 LANGUAGE LESSONS. [Block 3. 

Seat-work : Complete the following stories, using for 
the purpose the words full, warm, white, pretty, blue, 
and bright : — 

1. Those stars are . 4. The sky is . 

2. The sun is . 5. These clouds are . 

3. A rainbow is . 6. That moon is . 



Copy these stories very neatly. 

See what good answers you can write to the following 
questions: Where does the sun rise? It sets where? 
When do we see the rainbow? How does the water 
get up into the clouds? When do we see the stars? 
Do we ever see the moon in the daytime ? 

Tell some more stories about these objects. 



LESSON XXXIV. 

Ask the pupils to name the different parts of the 
head ; as, ears, face, etc. 

Write the words hair, tongue, face, forehead, teeth, and 
ears on the board, one at a time. 

As each word is written, spelled phonetically, and 
recognized, lead the pupils to describe and talk about 
the part mentioned. 

Seat-work : Finish the following stories, using the 
words small, early, white, red, clean, and high : — 

1. Your forehead is 4. These faces are . 

2. Our teeth are . 5. His ears are . 

3. Her tongue is . 6. My hair is . 



Block 3.] LANGUAGE LESSONS. 105 

Copy these stories, and write more stories about the 
same parts of the head. 

Tell what color of hair you like best. 

Do you think curly hair is pretty? 

Can you wash your face as nicely as the cat can hers? 

What happens when you do not keep your teeth 
clean ? 

Of what use is your tongue ? 

For what do you use your teeth? 



LESSON XXXV. 

Play the " Guessing Game," using the following 
names of animals : frogs, snakes, lions, fish, bat, and 
deer. 

Give a short exercise on the correct use of is and are. 
Caution the pupils to be very careful in using these 
words. 

Recall wandering attention by a question addressed 
to the pupil by name. 

Seat-work : Finish the following stories by using the 
words round, strong, gentle, blind, green, and little: — 

1. These frogs are . 4. Those deer are . 

2. A snake is . 5. This bat is . 

3. The lions are very . 6. That fish is . 

Copy these stories, and tell some more stories about 
the same animals. 
What can a frog do ? 
Do you like snakes ? 



106 LANGUAGE LESSONS. [Block 3. 

Where did you ever see a lion ? 

What else is it called ? 

Do you think you could catch a wild deer ? 

What two animals does a bat look like? 

Tell a story about going fishing. 



LESSON XXXVI. 

Talk to the pupils as follows : " Let us make believe 
we are in a beautiful garden. Each scholar may 
pick a pretty flower to put in my bouquet. What 
flower will you give me, Edward? Alice? Roy? Edna? 
Emily ? " etc. 

Write ou the board the following words : daisy, pink, 
violets, pansy, lily, and rose. 

If possible, be provided with some of these flowers, 
and let the pupils examine them and tell what they see. 
Ask them why the flowers are pretty. Pull the leaves 
from off a pansy and show them the little man inside. 

Seat-work : Fill the blanks in the following stories 
by inserting the words red, purple, round, blue, sweet, 
and white : — 

1. My daisy is . 4. Your pansy is . 

2. These violets are . 5. The roses are . 

3. That pink is . 6. This lily is . 

Copy these stories as neatly as you can. 
Write more stories about the same flowers. 
Which flower do you like best? 
What is the rose called? Ask your teacher. 






Block 3.] LANGUAGE LESSONS. 107 

What does the pansy look like ? 

Have you a garden of your own ? What flowers 
have you planted in it ? 



LESSON XXXVII. 

Ask the pupils to name the objects they saw on the 
way to school ; such as, house, trees, etc. 

Write on the board the words dog, wagon, horse, trees, 
house, and children, one at a time. 

As each word is written, spelled phonetically, and 
recognized, lead the pupils to describe and tell stories 
about the object named. 

Seat-work : Fill out the following stories, using the 
words kind, neiv, large, clean, green, and strong : — 

1. These wagons are . 4. The trees are . 

2. This house is . 5. My dog is . 

3. These men are . 6. That horse is . 

Of what are wagons made ? 

A house has a door and what else? 

What can a man do ? 

Who lives in a tree ? 

What tricks can a dog do ? 

Of what use is a horse ? 

Be sure to tell the " whole story." 



LESSON XXXVIII. 

Say to the pupils something similar to the following: 
Let us play we are rich, and that we are going to buy 



108 LANGUAGE LESSONS. [Block 3. 

some nice clothes. To what stores shall we go, and 
what things shall we buy ? " 

Allow them to tell you the material and color of the 
garments, how they wish them to be made, etc. 

Endeavor to secure good attention. If the interest 
decreases, vary the mode of presentation. Aim to keep 
the pupils on the alert. Watch the slower pupils. 

Seat-work : Make the following stories complete by 
inserting the words white, round, clean, new, black, and 
square : — 

1. My dress is . 4. His coat is . 

2. These hats are . 5. The shawls are . 

3. Your aprons are . 6. Those shoes are . 



What color do you like for a dress? 

What animal gives wool, of which coats are made ? 

Of what are hats made? 

Where do we get leather ? For what do we use it ? 



LESSON XXXIX. 

Describe to the pupils the following-named insects, 
one at a time : butterfly, beetle, ant, flea, fly, and bee, 
and lead them to guess their names. 

Seat-work: Fill the blanks given below with the 
words pretty, red, busy, ugly, little, and black: — 

1. These fleas are . 4. This beetle is . 

2. A butterfly is . 5. That fly is . 

3. The bees are . 6. Those ants are . 



Block 3.] LANGUAGE LESSONS. 109 

When do you see butterflies ? Where do they like 
to be? 

What can a beetle do ? 

Can you catch a flea ? 

What can a fly do that you cannot ? 

Do you like what the bee makes ? 

Are you a "busy bee " ? 

Where do the ants live? 



LESSON XL. 

Ask the pupils to name the different parts of the face; 
such as, mouth, chin, etc. 

Write on the board the words eyes, nose, mouth, cheeks, 
chin, and lips, one at a time. 

As each word is written, spelled phonetically, and 
recognized, lead the pupils to describe and tell stories 
about the part mentioned. 

Seat-work : Fill out the following stories, using the 
words short, still, round, blue, rosy, and shut: — 

1. Your cheeks are . 4. Her chin is . 

2. My lips are . 5. These eyes are . 

3. His nose is . 6. That mouth is . 



Copy these stories as neatly as possible. 

Write some stories of your own about these parts of 
the face. Tell what we use them for. 

What color of eyes do you like ? What do we call 
people who cannot see ? Can they ever learn to read ? 
Ask your teacher. 



110 LANGUAGE LESSONS. [Block 3. 



LESSON XLI. 

Give five or ten minutes' oral lesson on the cat. 

The teacher should be provided with as large a pic- 
ture of a cat as possible ; or, better still, a live animal. 

Lead the pupils to observe its covering of fur, long, 
round tail, whiskers, sharp claws, the cushions on its 
feet, etc. Talk about its eyes ; ask them to watch its 
eyes in the dark and in the light ; speak of the use of 
the whiskers to measure holes through which they can 
pass ; ask the pupils to count its toes, etc. 

Tell them some little story about a cat; as, "Mother 
Tabbykins," in " Mother Goose Melodies." Allow them 
to tell you what their pet cats can do. 

Seat-work : Finish the following stories by using the 
words cat, tail, ears, eves, fur, legs, claws, sharp, mouth, 
scratch, and two : — 

1. My is covered with soft, warm . 



2. She has ears, eyes, four , and a 

long, round . 

3. She has small teeth in her , and long, 

sharp on her feet. 

4. She will me if I hurt her. 

Copy these stories, and tell more stories about the 
cat. 

Have you a cat ? What is its name ? Tell what it 
can do. Do cats like dogs ? What do they do when 
they see a dog ? What is the cat's wash-cloth ? 



Block 3.] LANGUAGE LESSONS. Ill 



LESSON XLII. 

Give a five or ten minutes' oral lesson on the color 
red. Have each pupil provide himself with some red 
object. The teacher should be provided with red paint, 
crayon, cloth, paper, worsted, flowers, etc. 

Have the pupils name red articles to furnish a room ; 
red flowers to stand in the window ; red fruits to place 
in a dish on the table ; red vegetables to put in a pan 
under the table ; pictures of red animals to hang on the 
walls ; and red articles of clothing. 

The teacher can use other colors for similar lessons. 

Seat-work : Complete the following stories, using the 
words garden, rose, apple, red, and flowers : — 

1. I have a pretty dress. 

2. The red smells very sweet. 

3. Fred has a large red . 

4. You picked a little pink in the . 

5. Your cheeks are very to-day. 

6. Do you not think those red are pretty? 

Copy these stories, and tell more stories about red 

objects. 

Have your stories as different as you can. 



LESSON XLIII. 

Give a five or ten minutes' oral lesson on the sphere. 

The teacher should be provided with various objects 
of a spherical form ; such as different sized balls, mar- 
bles, shot, etc. 



112 LANGUAGE LESSONS. [Block 3. 

Have the pupils carefully observe and tell that a 
sphere is all (i. e., perfectly) round, has a curved sur- 
face, and can roll every way. 

Lead the pupils to name everything they know of a 
spherical form ; such as balls, eyes, oak-balls, shot, can- 
non-balls, pills, drops of water, heads, sun, moon, earth, 
stars, etc. 

The teacher may give similar lessons with other forms. 

Seat-work : Fill the following blanks, using for the 
purpose the words roll, sphere, stand, earth, and 
spheres : — 

1. This large ball is shaped like a . 

2. A sphere can and . 

3. The is a sphere. 

4. These stars are all shaped like . 

5. I like to the red . 

6. Fred, do you see those little ? 



Copy these stories, and tell more stories about a 
sphere. 

LESSON XLIV. 

Say to the pupils : " Who can guess the name of the 
animal of which I am thinking? " (i.e., a dog). „ 

When the majority of the class have guessed the ani- 
mal's name, show them as large a picture of a dog as 
you can procure, and lead them to observe and talk 
about its parts, habits, and uses. 

Tell them a short story of a dog ; such as the fable of 
the greedy dog, who, in crossing a stream, lost his meat 
while grasping at the shadow of it in the water. 



Block 3.] LANGUAGE LESSONS. 113 

Always after telling the pupils a story, require them 
to repeat it in their own language. 

Seat-work : Finish the following stories by inserting 
the words swim, dog, eyes, four, ears, bite, tail, and 
teeth : — 

1. A dog has two , two , a mouth, and 

legs. 

2. This dog has a long, bushy . 

3. My will not . 

4. He has large, strong in his mouth. 

5. Your is named Jip. 

6. He likes to after a stick. 

Copy these stories very neatly. 

Write stories of your own about your pet dogs, or 
some dog you have seen. 



LESSON XLV. 

Write the word coal on the board. 

When the word has been spelled phonetically and rec- 
ognized, lead the pupils to describe the object mentioned, 
without using its name. 

Show them a piece of coal, and lead them to observe 
it and tell stories about its various properties. Ask 
them where it comes from, what its use is, etc. 

Seat-work : Fill the following blanks, using for the 
purpose the words coal, mine, black, dirty, hard, heavy, 
break, and fire : — 

1. This coal is and . 

2. It makes a very warm . 



114 LANGUAGE LESSONS. [Block 3. 

3. We get the out of a deep . 

4. Coal is very and . 

5. They burn in an engine furnace. 

6. I can a piece of coal. 

Copy these stories, and tell more stories about coal. 
Commence each story with a different word. 



LESSON XL VI. 

Tell the pupils that you have thought of an animal 
(i.e., a horse), and lead them to guess its name without 
mentioning it. 

When the majority of the class have guessed the ani- 
mal's name, show them as large a picture of a horse as 
you can procure. Lead them to observe and talk about 
its long head, long neck, mane, covering, long tail, and 
long slender legs, food, uses, etc. 

Tell them a story about the sagacity of a horse. Ask 
them what their horse can do. 

Seat-work : Complete the following stories with the 
words ride, horse, four, two, tail, hay, is, ivater, grain, 
back, and hair : — 

1. The horse's head very long. 

2. A is covered with short . 



3. The horse has legs, eyes, ears, a 

mane, a long , and hoofs. 

4. I like to on horse's . 

5. The horse eats and , and drinks . 

6. We should never be unkind to a . 



Block 3.] LANGUAGE LESSONS. 115 

Copy these stories very neatly. 

Tell more stories with your pencil about some horse 
you have seen. 



LESSON XL VII. 

Place the word glass on the board. 

When the word is recognized, lead the pupils to tell 
all they know of the material mentioned, without using 
its name. Show them various objects made of glass. 
Ask them if they ever saw any manufactured. Talk 
about the materials composing it, etc. 

Seat- work: Make the following stories complete by 
inserting the words look, clock, glass, room, and break : — 

1. There are four windows in this . 

2. We can through glass. 

3. Fred has five marbles in his pocket. 

4. The face of the is made out of . 

5. May I have a of milk ? 

6. Glass will very easily. 

Copy these stories, and tell more stories about glass 
objects. 



Block 4.] 117 



LANGUAGE LESSON'S. 



LESSON I. 

Say to the pupils : " I have thought of an animal 
(i.e., a cow). Who can guess it? Ask me any ques- 
tion that I can answer by yes or no." Be careful not to 
use its name. 

When the majority have guessed the animal's name, 
show them as large a picture of a cow as you can pro- 
cure, and lead them to observe and talk about its differ- 
ent parts and their uses. 

Seat-work : Finish the following stories by inserting 
the words cow, skin, butter, cheese, milk, hoofs, and 
horns : — 

1. A cow gives us sweet to drink. 

2. We make and out of milk. 

3. This has a pair of long on its head. 

4. We call the meat of the beef. 

5. Leather is made out of the cow's . 

6. Glue is made out of the cow's . 

Copy these stories. 

Tell more stories about the cow. 



118 LANGUAGE LESSONS. [Block 4. 



LESSON II. 

Write the word iron on the board. 

When it has been spelled phonetically and recognized, 
lead the pupils to talk about it for a few minutes with- 
out using its name, and then allow the name to be men- 
tioned. 

Have them tell where we get iron, for what it is used, 
its properties, etc. 

Seat- work : Make the following stories complete by 
using the words iron, stoves, heavy, mine, break, and 
balls : — 

1. Iron is taken out of a deep . 

2. It is very and hard to . 

3. We can make and cannon out of . 

4. That stove is made out of . 



5. The carpenter uses nails. 

6. Have you ever seen an ship ? 

Copy these stories, and tell more stories about iron 
objects. 



LESSON III. 

Describe a rabbit to the pupils, and lead them to 
guess the animal's name. Show them a picture of a 
rabbit, if you cannot procure a live animal, and lead the 
pupils to notice the long ears, short tail, the pink eyes, 
the shortness of the hind legs, the jumping move- 
ment. 






Block 4.] LANGUAGE LESSONS. 119 

Draw from the scholars the fact that the rabbits are 
very gentle ; also that they destroy trees ; the use of 
their flesh for food and the skin for clothing ; etc. 

Seat-work: Fill the following blanks by using the 
words holes, rabbit, eyes, fur, cat, tail, and rabbits : — 

1. A has a short and pink . 

2. It is covered with soft white . 

3. My can dig deep with its paws. 

4. Fred has five white . 

5. I like to see a jump. 

6. A has whiskers like a . 



Ask the teacher to let you see your first paper. Have 
you improved? 

Take this paper home. 



LESSON IV. 

Write on the board the word gold. 

When it has been spelled phonetically and recognized, 
lead the pupils to talk about the mineral; where we 
obtain it, and the uses of it ; also its properties. 

Show them a piece of gold quartz. 

Seat- work: Finish the following stories, using for 
the purpose the words dollars, gold, hard, heavy, money, 
mine, and ring : — 

1. We get out of a deep . 

2. is yellow. 

3. It is and . 

4. Bessie has a pretty gold . 



120 LANGUAGE LESSONS. [Block 4. 

5. is made into . 



6. My father gave me ten in . 

* Copy these stories, and tell more stories about gold. 
What have you that is made out of gold ? 

What does it mean to be rich ? 

* Note. As in previous work, the teacher should have the stories 
always neatly copied, and should have the pupils originate others. 
Each should begin with a new word. 



LESSON V. 

Describe a sheep to the pupils, and lead them to 
guess the animal's name. 

Talk about the uses of the different parts, — their wool, 
for clothing, their flesh for food, their skins for leather, 
their tallow ; etc. 

Lead the pupils to observe the cloven hoofs of sheep ; 
their cud-chewing; feeding on grass, grain, and vege- 
tables ; their rough horns. Speak of their following a 
leader, living in flocks, name of young ; etc. 

Read, or ask some pupil to repeat, " Mary had a little 
lamb." 

Seat-work : Complete the following stories by using 
the words lamb, wool, Mary, sheep, snow, white, head, 
dresses, go, horns, coats, and animals : — 

1. The is covered with warm . 

2. It has horns on its . 

3. Mary had a little , 

Whose fleece was as ; 

And everywhere that went, 

The was sure to . 



Block 4.] LANGUAGE LESSONS. 121 

4. Our ancl are made of wool. 

5. Sheep are very gentle . 

6. A shepherd takes care of the . 



Write as much as you can remember of the story 
about Mary and her lamb. 



LESSON VI. 

Say to the pupils: "I have thought of an animal 
(i.e., a hog). Who can guess its name?" 
Follow the rules given in the " Guessing Game." 
Show the pupils a picture of a hog, and draw their 
attention to its cloven hoofs ; food, consisting of vege- 
tables, roots, grains, and flesh ; the pointed head ; snout 
for rooting ; flesh, called pork, bacon, and ham ; fat, 
called lard ; bristles ; skin, used for making saddles ; 
etc. 

Seat-work: Fill the following blanks by inserting 
the words hoofs, back, liog, tail, roots, corn, squeal, ani- 
mal, and eyes : — 

1. A has small and a short . 

2. It has four cloven . 

3. It is a very dirty . 

4. If you hurt a it will . 

5. A feeds on and . 



6. They have bristles on their . 

See how neatly you can copy the stories given above. 
Write some stories of your own about the hog. 
Do you like this animal ? If not, why not ? 



122 LANGUAGE LESSONS. [Block 4. 



LESSON VII. 

Describe a goat to the pupils, and lead them to guess 
the animal's name. 

Show them a picture of a goat, and direct attention 
to the horns, beard, covering of hair; cud-chewing, 
cloven hoof, ability to climb hills and rocky cliffs, 
fondness for mountains, food, uses of milk, of its skin 
for fine leather, of the skin of kids for gloves, name of 
young, etc. 

Tell the pupils the fable of " The Two Goats." 

Note. There is a child's version of iEsop's Fables, by J. H. 
Stickney. The teacher will find that this book contains many 
stories of interest and benefit to the pupils. The story referred to 
is on page 96. 

Seat-work : Make complete the following stories by 
using the words wagon, goat, sheep, climb, run, hair, hills, 
and horns: — 

1. The is covered with long . 



2. Its hoofs are cloven like those of the . 

3. It has on its head. 

4. A likes to up . 

5. It can very fast . 

6. Boys like to teach their to draw them 

in a . 

Write what you can remember about the story of 
" The Two Goats." 

Have you ever seen a child act like these goats? 



Block 4.] LANGUAGE LESSONS. 123 



LESSON VIII. 

Say to the pupils : " I have thought of an animal 
(i.e., a snail). Who can find out its name by asking 
me questions which I can answer by yes or no?" 

(See Lesson III., Block III., for description of "Guess- 
ing Game.") 

Do not allow answers of only one word. 

Always refer to the cancelled words on the board if 
faulty expressions are used. 

If possible, obtain some snails to show the pupils. If 
the snails are not to be had, use pictures. 

Direct attention to the snail's horns, shell or house, 
its one foot on which it crawls, soft body without 
bones, its slow motion, the trail which the snail leaves 
behind it, etc. 

Seat-work : Fill the following blanks so as to make 
stories, using the words back, soft, snail, slowly, color, 
leaves, horns, and them : — 

1. The carries its house on its . 

2. It has two on its head. 



3. Its body is very , and of a yellowish . 

4. It moves along very . 

5. If you touch the snail's it will draw 

in again. 

6. It eats the of different plants. 

Copy the stories given above. Try to write very 
nicely. 

Tell more stories with your pencil about the snail. 



124 LANGUAGE LESSONS. [Block 4. 

Did you ever see one ? Where was it ? What was 
it doing ? 

Would you like to hold a snail in your hand ? Why 
not? 

Write stories that will answer these questions. 



LESSON IX. 

Give to the pupils a description of a bat, and lead 
them to guess the animal's name. 

Show them a picture of a bat, or a stuffed specimen, 
and direct attention to its wings, made of thin skin 
without feathers ; the hooks on each wing ; its covering 
of soft, thick fur, like that of a mouse ; color, gray and 
brown; food, insects; small eyes; long ears; small, 
sharp teeth, like those of a cat. Speak of its swift 
movements, harmless nature, of the fact that it sleeps 
during the day and flies about at night ; also mention 
that the bat sleeps all winter, or hibernates. 

Tell your pupils the story of " The Bat and the Wea- 
sels," to be found on page 40 of the " Child's Version of 
^Esop's Fables." 

Note. You will be able to hold the attention of your class 
much better if you tell stories in your own language than if you 
read the same stories from a book. 

Seat-work: Fill the blanks below by inserting the 
words fur, feet, day, swiftly, night, wings, mouse, bugs, 
flies, and bat : — 

1. The is covered with soft like a . 

2. It has two thin . 

3. Bats can hang themselves up by their hind . 



Block 4.] LANGUAGE LESSONS. 125 

4. It sleeps in the and flies in the . 

5. A eats and . 

6. It can fly very . 

Write all you can remember of the story the teacher 
told you about a bat. 

LESSON X. 

Partially describe a frog to the pupils, and have them 
try to guess the animal's name. 

Obtain a live frog if possible, or, if not, place a pic- 
ture of a frog before the pupils, and allow them to dis- 
cover for themselves its parts, peculiarities, etc. 

Never give them information which they can obtain 
for themselves, especially with the object before them. 
Help them to observe by giving them indirect sugges- 
tions. 

Tell the pupils the story of " The Mouse, the Frog, and 
the Hawk," found on page 54 of the Fables. 

Note. The teacher should not allow the pupils to use long, in- 
volved sentences connected together by and. Tell them to make 
all their stories short. 

Seat-work : Finish the following stories by use of the 
words tail, frog, hear, pond, hop, and swim : — 

1. A is green. 4. It sings in the . 

2. It can and . 5. I like to a sing. 

3. A has no . 6. Did you ever catch a ? 

What makes a frog feel so cold? 

Tell with your pencils all you can remember of the 
story your teacher told you. 
Make your stories short. 



126 LANGUAGE LESSONS. [Block 4. 



LESSON XI. 

Play the " Guessing Game " with the pupils. 

Tell them you have thought of an animel (i.e., a fox). 

Show them a picture of a fox, and draw attention to 
its pointed head, bushy tail called a brush, sharp eyes, 
long body and short legs. Speak of its keenness of 
smell, the fact that it sleeps in the daytime and hunts 
at night, etc. 

Tell some story of a fox ; such as, " The Fox and the 
Grapes," page 15 of the Fables. 

* Play the " Rhyming Game." 

Seat-work : Make complete the following stories by 
using the words tail, hens, run, eyes, grapes, nose, ani- 
mal, fur, fox, and ducks : — 

1. A is a wild . 



2. It has sharp , a pointed , and a 

bushy . 

3. It can very swiftly. 

4. It is covered with warm . 



5. The could not get the 

6. It likes to eat and 



See how neatly you can copy these stories. 
Make up some little stories of your own about a fox. 
What can it do ? Did you ever see a fox ? Where 
was it ? 

Write the story that your teacher told you. 

* See Hints to Teachers. 



Block 4.] LANGUAGE LESSONS. 127 



LESSON XII. 

Describe a whale to the pupils, and lead them to 
guess the animal's name. 

Show a picture of a whale, and direct attention to the 
fact that it is not a fish : that it is the largest animal ; 
that it cannot breathe under water ; etc. 

Speak of its warm blood and great strength ; how it 
is captured and the uses to which its various parts are 
put. 

Show a piece of whale-bone, and inform the pupils 
that it is not bone at all, but more like horn ; also that 
it comes from the mouth of certain kinds of whales. 
Tell them that the young is called a calf; also that it 
does not feed on fishes, like so many other large water 
animals. 

Seat-work : Complete the following stories by using 
the words fish, water, animal, oil, whale, ship, and whale- 
bones : — 

1. The is the largest . 

2. It is not a . 



3. A cannot breathe under the 

4. It lives in the . 

5. Sometimes a sinks a . 



6. We get and from a . 

Copy the stories given above. 

Write some others in answer to the following ques- 
tions: Is the whale a fish? How is it like a fish? 
What is its use ? What has a whale instead of wings 
or arms or legs ? 

Tell anything else you know about a whale. 



128 LANGUAGE LESSONS. [Block 4. 



LESSON XIII. 

Write the word duck on the board, and have the 
pupils describe it to you without speaking its name. 

Show a picture of a duck, or a stuffed duck. As you 
talk of its parts and habits, use its name. 

Direct attention to its color, webbed feet (asking 
the pupils why they are so made), its long neck, broad 
bill, short legs, uses, habits, food, etc. 

Tell a story about the hen that hatched duck's eggs. 

Seat-Avork: Fill the blanks in the following stories, 
using the words feet, fox, legs, neck, wings, eggs, duck, 
feathers, and bill : — 

1. A has two short , two pretty , a long 

, and a broad, flat . 

2. It is covered with pretty . 



3. A has webbed with which to swim. 

4. The caught a and ate it. 

5. Fred had five but he lost one. 

6. Fred's ducks lay nice large . 

Copy these stories, and tell more stories about a duck. 

What noise does it make ? Why are its feet webbed? 
What can a duck do that a hen cannot ? What did the 
old hen think would happen to her ducklings in the 
water ? 

LESSON XIV. 

Tell the pupils that you have thought of an animal 
(meaning a fish). 



Block 4.] LANGUAGE LESSONS. 129 

Guide them to ask you questions answerable by yes or 
no, about its legs, covering, habits, uses, etc. Do not 
allow them to use the name of the animal while they are 
guessing. 

Show a picture of a fish or fishes. Draw attention to 
the shape, head, absence of neck, covering of scales, 
its cold blood, gills for breathing, tail for steering, 
uses, habits, the varieties, etc. 

Tell the story of " The Fisherman and a Little Fish," 
page TO of the Fables. 

Seat-work: Finish the following stories by inserting 
the words water, gold-fish, dish, caught, fish, scales, hook, 
basket, home, and mamma : — 

1. A is covered with . 

2. It lives in the . 

3. I saw five in a glass . 

4. Frank four with a . 

5. As he was going one fish fell out of his . 

6. Frank's cooked the for dinner. 

Try to copy the above stories very neatly. 

Write some stories to answer the following ques- 
tions: Did you ever go fishing? How many fish did 
you catch ? Why is a fish cold ? Can you name an- 
other animal that is covered with scales? 

Write what the little fish said to the fisherman. 

What did the fisherman say in reply ? 



LESSON XV. 

Play the " Guessing Game " with the pupils. 
Say : " I have thought of an animal ; see if you can 
guess it." (Have in mind a bear.) 



♦, 



130 LANGUAGE LESSONS. [Block 4. 

Show the pupils a picture of a bear. Lead them to 
notice its short legs, shaggy fur, large size, sharp 
claws and teeth, preference for vegetable food, fond- 
ness for honey, ability to climb, habits, uses, etc. 

Play the "Rhyming Game." 

Tell the story of " The Bear and the Two Travellers," 
on page 38, "^Esop's Fables." 

Note. Teach the pupils the name of the young of each animal 
that forms the subject of a lesson, when that name is distinctive ; 
like lamb, duckling, kid, chicken, etc. 

Seat-work : Fill out the following stories, using the 
words woods, fur, bear, run, are, roots, flesh, climb, ani- 
mal, and berries : — 

1. A is a large and strong wild . 

2. Bears live in the . 

3. They covered with thick, warm . 

4. The cannot very swiftly. 

5. It can trees after honey. 

6. It lives on , , and . 

In your stories answer the following questions, but 
do not say merely yes or no : Did you ever see a bear ? 
Where was it ? What did you see it do ? 

What happened to the two men as told you by the 
teacher ? 

LESSON XVI. 

Describe a hedgehog to the pupils, and lead them to 
guess the name of the animal. 

Show them the picture of a hedgehog, and draw atten- 
tion to its head, like a hog's, its short legs and tail, its 
back covered with spines, its habits, etc. 



Block 4.] LANGUAGE LESSONS. 131 

Tell the story of " The Porcupine and Snakes," page 
90, "JEsop's Fables." 

Note. Be careful to make the pupils understand that these 
stories are " make believe." Tell them the animals do these 
things, and that we make up a story about them. 

Seat-work: Make the following stories complete, 
using for the purpose the words insects, hedgehog, the, 
back, spines, under, roots, animal, and to : — 

1. The is a little . 

2. It eats and . 

3. A sleeps during day. 

4. It has on its . 

5. It lives hedges. 

6. I should not like touch a . 



Why does a hedgehog make itself into a ball ? Would 
you like to pat a hedgehog ? Why not ? 
Was the hedgehog polite to the snakes? 



LESSON XVII. 

Say to the pupils : " I have thought of an animal 
(meaning a wolf). Who can guess its name?" 

Show the picture of a wolf, and direct attention to its 
size, strength, resemblance to a dog, claws, sharp teeth, 
rough fur, habits, etc. 

Tell, or ask some pupil to tell, the story of " Red Rid- 
inghood." 

Seat-work : Complete the following stories with the 
words A, run, has, teeth, shot, swiftly, dog, kill, claws, 
with, are, and The : — 



132 LANGUAGE LESSONS. [Block 4. 

1. wolf is like large . 



2. They covered fur. 

3. wolf can a man. 

4. It can very . 



5. It sharp and 



6. My father a wolf his gun. 

Tell all you remember about Red Ridinghood. 
Where was she going ? What did she meet ? What 
did the wolf do to her ? 
Make your stories short. 

LESSON XVIII. 

Give a description of a crab to the pupils, and have 
them try to guess the animal's name. 

Show them a picture of a crab, or a live specimen, 
and direct their attention to the shell, legs, tail bent 
forward under the body, pincers, eyes, ability to walk 
forward, backward, and sideways, etc. 

Speak of hermit and fiddler crabs ; of the size, vary- 
ing from that of a penny to a yard square ; of the fact 
that a new leg will grow when one has been broken off ; 
and state that the crabs shed their shell in one piece. 

Tell the story of " The Fox and the Crab," page 36 
of Fables. 

Seat- work : Fill the following blanks so as to make 
stories, using the words has, will, water, crab, legs, five, 
are, into, is, with, let, hard, and at : — 

1. The crab covered a shell. 

2. It eight legs. 

3. It pinch if you it. 



Block 4.] LANGUAGE LESSONS. 133 

4. I saw a down the beach. 

5. Fred caught crabs, but one fell 

the . 

6. Some crabs very small. 

Write stories of your own about a crab. 
What did the fox do to the crab? What did the 
crab wish? 

Take this paper home. 



LESSON XIX. 

Play the " Guessing Game " with the pupils. 

Say : " I have thought of an animal." (Have in 
mind a squirrel.) 

Show them a picture of a squirrel, and direct their 
attention to the large, bright eyes, long ears, soft fur 
and bushy tail, etc. 

Speak of flying squirrels and chipmunks. 

Tell a story of a pet squirrel. 

Seat-work : Finish the following stories by inserting 
the words is, a, with, has, animal, of, run, have, squirrel, 
warm, bushy, siviftly, and The : — 

1. I think squirrel a very pretty little . 

2. It covered soft, fur. 

3. squirrel a long, tail. 

4. It very fond nuts. 

5. I a little pet . 

6. A can very . 



Copy these stories, and tell more stories about a 
squirrel. 



134 LANGUAGE LESSONS. [Block 4. 

Would you like to have a pet squirrel ? What 
would you do with it ? 

Ask the teacher which scholar writes the best stories. 



LESSON XX. 

Write the word owl on the board. 

When it is recognized, lead the pupils to describe the 
bird. 

Show them pictures of different kinds of owls ; such 
as great horned owls, barn owls, pigmy owls, etc. Direct 
attention to their large heads ; large, staring eyes ; the 
tufts of feathers, like ears, which many have ; their soft 
plumage ; legs covered with feathers ; habits ; food ; etc. 

Caution the pupils to use an before the word owl. 

Tell the pupils the fable of " The Owl and the Grass- 
hopper," page 124, " iEsop's Fables." 

Seat-work : Fill out the following stories, using the 
words An, in, is, has, The, with, caught, see, you, feathers, 
round, saw, and little : — 

1. owl covered soft . 

2. It large eyes. 

3. I one sitting a tree. 

4. owl a poor mouse. 

5. It cannot see the day. 

6. Did ever an owl? 

Did you ever see an owl? Where was it? What 
other animal flies at night ? What did the owl do to 
the grasshopper? 



Block 4.] LANGUAGE LESSONS. 135 

LESSON XXI. 

Place the word paper on the board. 

When it is recognized, lead the pupils to talk about 
the substance mentioned, for a few minutes, without 
using its name. Then speak of the manufacture of 
paper, its composition, its various uses, colors, etc. 

Refer to its almost universal use by the Japanese. 
Also give any other information you may have about it. 

Seat-work : Complete the following stories, using for 
the purpose the words on, see, The, have, My, is, made, 
his, paper, at, and go : — 

1. paper very white and smooth. 

2. We can write paper. 

3. I a fan out of red paper. 

4. • father reads paper night. 

5. Did you ever a napkin ? 

6. A kite will very high. 

Of what is paper made ? For what do we use it ? 



LESSON XXII. 

Particularly describe a seal to the pupils, and lead 
them to guess the animal's name. Then show them a 
picture of a seal, and direct attention to its covering 
of fur, head like a dog's, beautiful eyes, whiskers, tail, 
fins, home, food, habits, etc. 

Seat-work : Fill the blanks in the following stories 
with the words is, A, with, climb, The, make, on, saw, in, 
and out : — 



136 LANGUAGE LESSONS. [Block 4. 

1. seal lives the water. 

2. It covered fur. 

3. seal can high rocks. 

4. It lives fish. 

5. We coats of seal-skin. 

6. Once I a tame seal. 

Did you ever see a seal ? What was it doing ? What 
has the seal instead of feet or wings? 



LESSON XXIII. 

Say to the pupils, "I have thought of an animal 
(i.e., a parrot). Can any one guess its name?" 

Allow them, as before, to ask questions that can be 
answered by yes or no. Then show them a picture of 
a parrot, and draw attention to its stout, thick bill, 
hooked at the tip ; gaily colored plumage ; the ease with 
which parrots are trained to talk ; their home in warm 
regions ; food, of fruits and seeds ; etc. 

Tell a story about a parrot. 

Seat-work : Finish the following stories, using the 
words has, The, A, is, are, My, say, learn, a, the, like, 
talk, and bird : — 

1. parrot a very pretty . 



2. It a very strong, thick bill. 

3. Its feathers very gay. 

4. parrot can to talk. 

5. parrot can "Polly wants cracker.'* 

6. I to hear parrots . 



Block 4.] LANGUAGE LESSONS. 137 

Copy, and write more stories about some parrot you 
have seen. Did you ever hear one whistle? 



LESSON XXIV. 

Write the word cotton on the board. 

When it has been spelled phonetically, and recog- 
nized, lead the pupils to talk of this plant for a few 
minutes, without using its name. 

The teacher should be provided with some cotton 
pods, cotton batting, thread, and some pieces of cotton 
cloth of various colors ; also pictures of cotton-fields. 

Give a simple and brief description of the way in 
which this plant is cultivated, and the cotton manufac- 
tured into cloth. 

Allow the pupils to name all the uses of this sub- 
stance with which they are familiar. 

Seat-work : Finish the following sentences by insert- 
ing the words a, is, grows, white, places, in, and, make, 
cotton, of, and you : — 

1. The cotton on plant. 

2. It soft and . 

3. Cotton grows warm . 



4. We cloth thread out cotton. 

5. Is your apron clean ? 

6. Will buy some cloth for me ? 

Copy these stories. Make up some stories about 
cotton. 



138 LANGUAGE LESSONS. [Block 4. 



LESSON XXV. 

Play the " Guessing Game," with the name of the 
eagle to be guessed. 

Show the pupils pictures of various species of the 
eagle, and dwell upon the great size of the bird, its 
strength, fierceness, etc. Draw attention to its long, 
hooked beak ; its large, hooked claws ; great, strong 
wings;- sharp eyes; rapid flight; animal food; etc. 

Drill on the use of "an" before eagle. 

Play the " Rhyming Game." 

Seat-work : Complete the following sentences, using 
for the purpose the words is, has, An, wings, large, claws, 
builds, high, will, chickens, away, baby, in, and saw : — 

1. eagle a very bird. 

2. It large, strong and . 

3. eagle its nest on rocks. 

4. It eat — — rabbits fish. 

5. Once eagle carried a dear little . 

6. I an eagle a large cage. 



LESSON XXVI. 

Write the word peacock on the board. 

When it has been spelled phonetically, and is recog- 
nized, let the pupils describe this beautiful bird without 
using its name. 

Then place a picture of a peacock before the class, 
and, if possible, have some peacock feathers for exhibi- 



Block 4.] LANGUAGE LESSONS. 139 

tion. Lead the pupils to discover all the beauties of 
this bird. 

Seat-work : Fill the blanks in the following sentences 
by inserting the words beautiful, has, is, head, neck, The, 
feathers, with, see, you, on, have, and peacock : — ■ 

1. The peacock a very bird. 

2. It a long, graceful , and a small . 

3. peacock covered pretty . 

4. Did ever a peacock? 

5. I some peacock's feathers my hat. 

6. A is very proud of its fine . 

Do you know whether a peacock can sing ? What 
do they call the female of this kind of bird? What sort 
of noise does it make ? Where did you ever see a pea- 
cock ? Would you like to have a fan made of peacocks' 
feathers and ivory ? 



LESSON XXVII. 

Play the " Guessing Game," using the name of the 
giraffe as the word to be guessed. 

Place a picture of a giraffe before the pupils, and 
draw their attention to its long neck, the horns on its 
head, long legs and tail, covering, habits, food, etc. 

Seat- work : Make the following stories complete, 
using for the purpose the words animal, with, a, hair, is, 
A, long, has, run, giraffe, of, feeds, are, The, undfour : — 

1. giraffe a wild . 



2. It covered short 



140 LANGUAGE LESSONS. [Block 4. 

3. It a tail and long legs. 

4. The can very swiftly. 

5. It on the tops trees. 

6. hoofs the giraffe cloven. 

Write some stories of your own about the giraffe. 
Have you taken a paper home this week ? 



LESSON XXVIII. 

Play the " Guessing Game," using for the word to be 
guessed the name of the lion. 

Place a picture of this animal before the pupils, and 
lead them to talk of its characteristic features, habits, 
food, etc. 

Direct attention to its heavy mane, sharp eyes, large 
teeth and claws, size and strength, covering, etc. 

Ask the pupils why he should be called the King of 
Beasts. 

Tell some story of a lion. 

Play the " Rhyming Game." 

Seat-work : Make complete the following sentences 
by inserting the words is, The, A, strong, of, It, has, a, 
wild, hear, the, you, lion, and back : — 

1. lion called King Beasts. 

2. He very large and . 

3. lion a mane. 

4. is a animal. 

5. Did ever a lion roar? 

6. A can break horse's with its 

paw. 



Block 4.] LANGUAGE LESSONS. 141 

Tell some stories of your own about a lion. 
Where did you ever see one ? What is a lion like ? 
What can it do ? 



LESSON XXIX. 

Write the word camel on the board. 

When it is easily recognized, lead the pupils to talk 
for a few minutes about this animal, without using its 
name. 

Place a picture of a camel before the pupils, and have 
them tell stories about its characteristic features, habits, 
home, etc. 

Draw attention to the long neck ; hump ; large, cloven 
feet, covered with elastic cushions ; large eyes ; its docile 
nature ; etc. 

Lead the pupils to see why people of certain countries 
prize the camel so highly ; namely, because it takes the 
place of the horse, the ox, and the cow, and has one of 
the uses of the sheep. 

Seat-work : Complete the following sentences, using 
for the purpose the words seen, a, you, the, animal, saw, 
and, gave, at, on, A, Ship, is, run, and Camels : — 

1. Have ever a camel ? 

2. It is large . 

3. Harry George a camel the circus. 

4. The man them ride the camel's 

back. 

5. camel called the of Desert. 

6. can very swiftly. 



142 LANGUAGE LESSONS. [Block 4. 

LESSON XXX. 

Play the " Guessing Game," using the name of the 
monkey as the word to be guessed. 

Place pictures of various kinds of monkeys before the 
pupils, and allow them to tell stories about these animals. 

Draw attention to the facts that they are four-handed, 
look like little men, live in trees, live upon fruits, nuts, 
eggs,, and insects, are selfish, mischievous, and thievish ; 
etc. 

Tell some story about a monkey. 

Play the " Rhyming Game." 

Seat-work: Fill the blanks in the following sentences, 
using for the purpose the words t*, a, round, monkey, A, 
long, can, covered, It, run, and you : — 

1. monkey very like little man. 

2. This has four legs and long 

tail. 

3. It climb and very easily. 

4. A is wild animal. 

5. is with short fur. 

6. Did ever see monkey? 

Write some stories of your own about a monkey. 
Have you ever seen one ? Where was it ? What did 
it do? 

LESSON XXXI. 

Play the " Guessing Game," using the name of the fly 
as the word to be guessed. 

Allow the pupils to tell stories about this little animal. 



Block 4.] LANGUAGE LESSONS. 143 

Speak of its sharp eyes, tiny wings, suckers on its 
feet, number of legs, habits, food, etc. 

Read " The Spicier and the Fly." 

Call upon some pupil to tell this story in his own 
language. 

Guard against having all the talking done by the 
bright pupils. 

Seat-work: Make the following sentences complete 
by inserting the words thin, big, A, has, is, can, legs, fly, 
The, on, big, caught, you, with, into, the, and to : — 

1. fly two wings, two eyes, and 

six . 



2. It buzz and 



3. fly suckers its feet. 

4. That fly very small. 

5. I a fly some honey. 

6. " Will walk my parlor ? " said spi- 

der the fly. 

Write some stories of your own about the fly. 
Ask your teacher to read you the little poem by 
Theodore Tilton, " Baby Bye, here's a Fly." 



LESSON XXXII. 

Write the word silk on the board. 

When it is readily recognized, lead the pupils to talk 
about the substance, and the little worm that spins it. 

Show the scholars some silk cocoons, if you can 
obtain them, and talk about the food the worm lives on, 
and also the manufacture of the silk into cloth. 



144 LANGUAGE LESSONS. [Block 4. 

Call upon the pupils to name the colors and uses of 
silk, velvet, and satin, etc. 

Seat-work : Fill the blanks in the following sentences 
by inserting the words makes, the, A, It, cocoon, are, and, 
on, mamma, of, leaves, and new : — 
1. little silkworm silk. 

2. spins small . 

3. Cocoons shaped like small peanuts. 

4. They white yellow. 

5. Silkworms fed mulberry . 

6. My gave me a silk dress. 

What do boys wear that is made of silk ? What do 
girls like to use it for ? What are long, narrow strips 
of silk used for, and what are they called ? 



LESSON XXXIII. 

Note. The following lessons are based upon " ^Esop's Fables," 
of which Stickney's Child's Version is an admirable form. 

The teacher should familiarize herself with these 
fables, so as to be able to tell them to the pupils with 
little reference to the book. 

Tell the pupils the fable of " The Dog and his 
Shadow," page 4, " ^Esop's Fables." 

Call upon pupils, individually, to repeat all they can 
remember of this story, and allow other scholars to give 
omitted parts. Draw from them the fact that the dog 
in the water was a shadow. 

Seat- work : Fill the blanks in the stories given below 
by use of the words crossing, A, of, his, dog, looked, to, 
piece, meat, Dash, the, into, opened, and lost : — 



Block 4.] LANGUAGE LESSONS. 145 

1. dog Dash was a stream with a piece 

meat in mouth. 

2. He into the water and saw another , who 

also had a of meat. 

3. « I'll try get that ," said . 

4. He snapped at meat. 

5. When he his mouth to snap, his own 

fell the water. 

6. So Dash his dinner. 

Copy these stories, and tell some others of your own 
about a dog. 

LESSON XXXIV. 

Tell the pupils one-half of the story of " The Lion 
and the Mouse," page 12, " iEsop's Fables." 

Caution them to listen attentively. 

Occasionally ask questions, the answers to which will 
be a repetition of a part of the story. Emphasize in 
this way the salient points ; e.g., What did the lion find 
under his paw ? What did the mouse say ? etc. 

Have the story repeated by different pupils, calling 
upon the class to supply omissions. 

Seat-work : Make the following stories complete by 
inserting the words and, hungry, little, the, was, under, 
animal, mouse, The, his, wish, will, you, me, and said : — 

1. Once a lion awoke found a mouse 

his paw. 

2. He just about to eat the , when the little 

began to beg for life. 

3. mouse said, " I do not to die. 



146 LANGUAGE LESSONS. [Block 4. 

4. " If you let go, I will be sure to repay 

you." 
5. lion thought that the mouse too little 

ever to help him. 
6. But he , " I will see if keep your word," 

and he let mouse go. 

Copy neatly, and tell more stories about the lion. 



LESSON XXXV. 

Review the first half of the fable of " The Lion and 
and the Mouse," and tell the pupils the remainder. 

Ask questions, the answers to which will prove 
whether or not the pupils have been attentive. 

Call frequently upon the slow pupils to repeat what 
you have said. 

Seat- work : Complete the following stories by insert- 
ing the words a, mouse, lion's, to, the, some, by, with, lion, 
The, shoot, after, neared, tied, my, was, and soon. 

1. Not long afterward, the had chance 

save the life. 

2. He caught by hunters and tied — - — 

strong rope. 

3. men left the alone and went their 

guns to him. 

4. When mouse the groan and found 

him , he said, 

5. " Now I will keep word." 

6. He gnawed great rope and set the lion 

free. 



Block 4.] LANGUAGE LESSONS. 147 

7. So you see mouse not too little 

help lion. 



LESSON XXXVI. 

Tell the pupils the story of "The Fox and the 
Grapes," page 15 of " iEsop's Fables." 

Always call upon some pupil or pupils to repeat the 
story after you have told it. 

Be careful not to interrupt a pupil while he is speak- 
ing, to correct him. 

Lead the pupils to see the comparison between this 
fox and those children who, on trjdng to do a thing and 
failing, say, " I don't care." 

Seat-work : Make complete the following stories, 
using for the purpose the words was, day, saw, a, The, 
on, fox, were, time, them, times, He, he, the, off, do, and are. 

1. One warm as a hungry fox going through 

wood, he some ripe black grapes 

a vine. 

2. grapes high, but still the thought 

that he could get . 

3. He gave spring and nearly reached 

grapes. 

4. " I'll do better next ," he said. 

5. tried many , but it of no use. 

6. At last gave it up and walked , saying, 

" The grapes sour, and 1 not wish 

them." 

Write some stories about a fox. 



148 LANGUAGE LESSONS. [Block 4. 

LESSON XXXVII. 

Use the story of " The Monkey and the Cat," page 
107, "iEsop's Fables," as a basis for the following 
lesson. 

Vary the method of presenting these stories as much 
as possible, and endeavor in every way to keep up the 
interest and enthusiasm. 

Do not omit reference to the cancelled words got, 
seen, now, and others, whenever mistakes in their use 
are made. 

Seat-work : Fill the following blanks so as to make 
stories, using the words the, A, were, a, some, day, fire, 
in, will, monkey, you, nuts, of, And, pull, had, paws, nut, 
and her. 

1. monkey a cat lived in same family, 

and they both great thieves. 

2= One they found chestnuts roasting 

the . 

3. "Come," said the cunning , "we have 

these for our dinner." 

4. " You shall have half if will them out 

the fire." 

5. Puss pulled nuts out, burning her very 

badty. 

6. When she stolen every one, she turned to 

get share ; but she found that the had 

eaten every . 

Copy the above with your pencil. 
Do boys or girls ever like to make a " cat's paw " of a 
playmate ? Tell what you think about it. 



Block 4.] LANGUAGE LESSONS. 149 



LESSON XXXVIII. 

Tell the pupils the story of " The Dog in the Man- 
ger," page 53, " iEsop's Fables." 

Use tact and ingenuity in these lessons to impress the 
salient points of the story upon the pupils' minds, so 
that they will be able to reproduce it in their own 
words. 

Seat-work : Fill the blanks below so as to tell the 
story of " The Dog in the Manger," using for the pur- 
pose the words barn, the, in, on, to, growl, hay, bark, of, 
said, a, eat, do, away, are, asleep, the, and ugly. 

1. One evening, when oxen went to the 

for their supper, they found a dog asleep the 

hay the manger. 

2. When the dog awoke and began to and , 

one of the oxen said, " Do you want eat 

this ?" 

3. « No," the dog ; " I shouldn't think such 

thing." 

4. "Very well, then," the ox; "we want 

to it, for we hungry and tired." 

5. " Oh, go ," growled dog, " and let me 



6. "What an , snappish fellow," the ox. 

" He will neither the hay himself, nor let 

us it." 

Have you taken a paper home lately ? 



150 LANGUAGE LESSONS. [Block 4. 

LESSON XXXIX. 

Use as the subject of this lesson the fable of "The 
Farmer and the Snake," page 58. 

Do not relax vigilance in regard to answers in full 
sentences. 

Dwell upon the ingratitude of the snake, and the 
danger of keeping bad company. 

Seat-work : Make the following sentences complete, 
so that they will tell the story of " The Farmer and the 
Snake." Use the words snake, day, dead, on, house, 
brought, was, fire, bite, head, farmer, my, the, killed, of, 
and die. 

1. One winter a farmer found a lying 

the frozen ground, quite stiff, and nearly with 

cold. 

2. He him carefully to his , and laid him 

near the . 

3. As soon as the snake warm, he raised his 

and tried to his kind friend. 

4. " Oh," said the , " is that way you pay 

me for trouble ? 

5. "You shall then, and the sooner the better." 

6. So he him with one blow the stick. 

Make up some stories about a snake, and write them. 



LESSON XL. 

Use as the basis of the following lesson the fable of 
" The Crow and the Pitcher," page 37. 



Block 4.] LANGUAGE LESSONS. 151 

Play the " Guessing Game," using the name of the 
crow as the word to be guessed. 

When you have finished telling the story, either call 
upon different pupils to tell all they can remember of it, 
or question them about the leading points. 

Let the pupils experiment with a pitcher of water and 
some pebbles or small objects. 

Seat-work : Fill out the following sentences, so as to 
tell the story of " The Crow and the Pitcher." Use for 
the purpose the words some, thirsty, was, in, get, the, 
shall, saw, this, them, on, dropped in, bottom, into, to, 
water, drink, and a. 

1. A crow found water a pitcher, but 

it so far from top that she could 

not it. 

2. She said herself, " How I get 

water?" 

3. Just then she some pebbles lying the 

ground. 

4. She picked up her beak, and them 

one by one the pitcher. 

5. They sank to the , and at last the was 

pushed up by them the top, so that 

crow could it. 

6. " Where there's will there's way," 

the crow. 
Copy, and tell some other stories about a crow. 



LESSON XLI. 

Tell the story of " The Boy and the Filberts," page 
112. 



152 LANGUAGE LESSONS. [Block 4. 

Allow the pupils to experiment with a pitcher full of 
small objects. 

Keep constant watch of the inattentive pupils, and 
surprise them by occasional questions. 

Play the " Rhyming Game." 

Seat-work : Complete the following sentences so that 
they will tell the story of " The Boy and the Filberts." 
Use the words of, hand, full, he, nuts, He, his, get, mamma, 
cry, gave, this, boy, and to. 

1. Harry once put his into a pitcher of 

filberts. 

2. got it full nuts. 

3. But as the neck the pitcher was narrow, 

could not draw out closed fist. 

4. Not wishing to lose his , yet not able to 

them by drawing out hand, he began to . 

5. Harry's , who had been watching him, then 

gave him good advice. 

6. " Be satisfied take half as many, my , 

and you will them easily." 

Copy the above stories, and write some of your own 
about a boy. 

LESSON XLII. 

Play the " Guessing Game," using the name of the 
goat as the word to be guessed. 

Tell the pupils the story of "The Two Goats," 
page 96. 

Call upon the pupils to repeat all they can remember 
of this story. 



Block 4.] LANGUAGE LESSONS. 153 

Show them a picture of some goats, and allow the 
pupils to tell stories about these animals. 
Play the " Rhyming Game." 

Seat- work : Finish the following sentences so as to 
tell the story of " The Two Goats." Use for the pur- 
pose the words at, goats, was, cross, to, of, the, fought, 
were, and into. 

1. Two started the same time from oppo- 

site ends to a long log bridge that 

only wide enough for one cross a time. 

2. Meeting at middle the bridge, neither 

goat would give way the other. 

3. They locked horns, and for right of way. 

4. Soon they both fell the water below and 

drowned. 
Tell some stories of your own about a goat. What 
can they do? For what are they used? They have 
what? 

LESSON XLIII. 

Play the " Guessing Game." Use the word frog. 

Tell the pupils the story of "The Boys and the 
Frogs," page 56. 

Dwell upon the fact that children often thoughtlessly 
hurt animals, and even each other while playing. 

Seat-work : Make the following sentences complete, 
so that they will tell the story of " The Boys and the 
Frogs." Use for the purpose the words saw, of, in, play- 
ing, hit, see, with, to, the, head, bogs, fun, stones, have, 
and is. 



154 LANGUAGE LESSONS. [Block 4. 

1. Some boys near a pond a number 

frogs sporting the water. 

2. "Let us if we can them," said one of 

boys ; and they all began pelt them 

stones. 

3. At last, after several had been , one the 

frogs put his out of water and said, 

" Please stop, . 

4. " Throwing at us may be for you, but 

it death to us. 

5. " We never hurt you, but you now killed 

three our family." 

Write some stories about a frog. What color is a 
frog ? Where does it live ? What can it do ? 



LESSON XLIV. 

Use as a basis for the following lesson the fable of 
" Hercules alid the Wagoner," page 123. 

Lead the pupils to understand how much better self- 
help is than any assistance rendered by another. 

Substitute the expression, a strong man, for Hercules. 

Play the "Rhyming Game." 

Seat-work : Fill the blanks in the following so as to 
tell the story of "Hercules and the Wagoner." Use 
the words was, a, the, muddy, not, had, of, man, called, 
said, to, you, see, wagon, and give, 

1. Once man driving along a road. 

2. Soon wheels stuck fast, and horses 

to stop. 



Block 4.] LANGUAGE LESSONS. 155 

3. The man very lazy, and did try to get 

the out the mud. 

4. He a strong who was passing come 

and help him. 

5. "Lazy fellow," the strong man; "try and 

what you can do. 

6. " Then if need help, I will it to you." 

Write more stories of your own about a man. 



LESSON XLV. 

Partially describe an eagle to the class, and let the 
pupils guess its name. 

Use for the subject of the following lesson the fable 
of " The Eagle and the Arrow," page 97. 

Draw comparisons between this instance and times in 
the pupils' lives when, by being angry and naughty, 
they give others the advantage over them. 

Place a picture of an eagle before the pupils, and lead 
them to describe the bird. 

Seat-work : Finish the following sentences by insert- 
ing the words it, A, for, a, shot, man, of, on, arrow, is, 
and my. 

Make them tell the story of "The Eagle and the 
Arrow." 

1. very fierce eagle had his on high 

rock. 

2. Sitting there could watch something 

to eat. 

3. One day a saw him and him. 



156 LANGUAGE LESSONS. [Block 4. 

4. The eagle saw the arrow in his heart some 

his own feathers. 

5. " It very hard," he said, " that I should be 

shot by an feathered from own wing." 

Make up some stories of your own about an eagle. 



LESSON XL VI. 

Play the " Guessing Game " with the pupils, using 
the names of the following animals ; viz., mouse and frog. 

Tell one-half of the fable of " The Mouse, the Frog, 
and the Hawk." 

Show the pupils pictures of these animals, and have 
them tell stories about their parts, habits, etc. 

Seat-work : Make the following sentences complete, 
and have them tell the story of " The Mouse and the 
Frog." Use the words with, ran, the, foot, to, you, went, 
his, frog, said, mouse, into, on, was, and of. 

1. A mouse away to play a frog. 

2. " Tie your to mine," said frog, " and I 

will show how swim." 

3. So mouse tied foot to the frog's, and 

away they to the pond. 

4. " Stop," the mouse ; but the only laughed 

as he jumped the water. 

5. The poor silly could not learn swim, 

and it soon drowned. 

6. It floated up the top the water while 

frog playing below. 



Block 4.] LANGUAGE LESSONS. 157 



LESSON XL VII. 

Finish the fable of "The Mouse, the Frog, and the 
Hawk." 

Place a picture of a hawk before the pupils before 
they commence the seat-work, and have them tell stories 
about it. 

Do not fail to call upon one or more pupils to repeat 
the whole or part of the story. 

Play the " Rhyming Game." 

Seat-work : Fill the blanks in the following sentences 
with the words was, the, A, saw, me, mouse, like, eat, do, 
silly, frog, and hawk. 

Make them tell the rest of the story about " The 
Mouse, the Frog, and the Hawk." 

1. hawk who flying over water 

the mouse and pounced upon it. 

2. As frog tied to the , it was carried 

away too. 

3. " Stop, stop, let go ! " cried the frog. 

4. " Come along," said hawk. 

5. " I will you first, for I frog even better 

than I mouse." 

6. Soon both the unkind and the — - — mouse 

were eaten by the . 



Mathematics, 



WENTWORTH'S SERIES. 

The publishers only follow the declared sentiment of the educa- 
tional public in believing that Wentworth's mathematics have proved 
a remarkable and unqualified success. 

" The most popular text-books issued within the last decade " ap- 
pears to be the verdict generally agreed upon. 

The secret of their excellence, as of genuine excellence and value 
in everything, seems easily stated, even if not easily analyzed. All 
the books give evidence not only of the expert mathematician, but 
of the practical teacher. At every step both instructor and student 
find their difficulties anticipated and their needs provided for. 
Clearness, directness of method, the elimination of all superfluous 
matter, and that economy of mental force which is nowadays so 
essential, are distinguishing features, and the author's work is so 
chorough and finished in all parts that the books are found to wear 
with the minimum of friction, and remain long where they have been 
introduced. 

First Steps in Number {Teachers' Edition). 

By G. A. Wentworth, A.M., and Miss E. M. Reed. i2mo. Half 
morocco, vi + 474 pp. Retail and Mailing price, $1.20. Also issued in 
three parts (40 cents each, retail), bound in boards as follows: Part I. 
1st Year. (Nos. 1 to 9 inclusive), 216 pp.; Part II. 2d Year. (Nos. 
10 to 20 inclusive), 116 pp.; Part III. 3d Year. (Nos. from 21), 156 
pp. Special discounts from the above retail prices for specimen copies, 
for introduction, and to agents. 

The Teachers' Edition takes up the work with the number three, 
and proceeds step by step, following the law of dependence and 



154 MA THEM A TICS. 



simplicity. Each of the smaller numbers is presented in succession 
under the four heads : — 

i. Perception of the number. 

2. Analysis of the number. 

3. Drill upon facts discovered by analysis. 

4. Comparison with smaller numbers. 

The book abounds in excellent little problems about articles chil- 
dren buy ; about things they see and do ; about facts in nature, as 
the number of toes a cat has, the number of wings a butterfly has, 
the number of legs a fly has ; about numbers applied arbitrarily, as 
the days in a week, the things in a dozen, the things in a score, the 
sheets in a quire, gills in a pint, quarts in a gallon, in a peck, in a 
bushel, inches in a foot, feet in a yard ; — problems exactly suited 
to children, and designed to make them think, to cultivate the 
reasoning faculty, to awaken interest, to impress facts, and to put 
knowledge in a form for use. The office of the examples is not 
simply to test for facts, but also to give the very best drill in the 
correct understanding and use of simple language. The questions 
are not puzzling, and, besides, directions are given the teachers 
to illustrate with objects every question that the child does not 
readily understand. 

Notation and numeration are taught step by step, as occasion 
requires ; and the principles are acquired gradually, without special 
effort on the part of the pupil. 

No other subject gives so many opportunities for mental activity 
to children just beginning school life as simple number-work. In 
no other school work is it possible to lead them to do, to talk, to 
think, as in simple questions of arithmetic. Every lesson makes 
a special demand upon their powers of observation and of quick 
response. Every lesson, rightly conducted, gives them the keenest 
pleasure, and awakens the greatest pride in success. With the 
aid of the little problems and devices given in the book, it is 
hoped that teachers of ordinary tact and interest in their work will 
change the generally dull and wearisome number-tasks into bright 
and inspiring lessons. 

The last chapters of the book relate to work that does not prop- 
erly belong to the primary grades ; but inasmuch as a great many 
pupils do not advance beyond the primary schools, it is expected 



MA THEM A TICS. 



155 



that teachers will make an effort to give such pupils sufficient in- 
struction in Percentage and Interest to enably them to apply the 
principles of these subjects to the affairs of every day life. 

A pamphlet entitled " How to Teach Number 1 ' is mailed, free, to 
teachers. It gives an outline of the method of " First Steps in 
Number." 

First Steps in N umber {Pupils' Edition). 

i2mo. Boards. 160 pages. Mailing price, 35 cents. Introduction 
price, 30 cents; Allowance for old book, 12 cents. Answers are bound 
in the book. 

No text-book is calculated to be of much help to the child during 
the early part of his school life. He needs none in recitation, and 
the work which he does by himself is represented by figures, so that 
a book which contains a great deal of number-work expressed in 
figures, and in the last part some problems with blanks for figures, 
— which figures he is to supply and then solve the problems, — is 
the only kind of book suitable for his use. The Pupils' Edition is 
just such a book. It contains a great many number-lessons ex- 
pressed in figures. References to pages in the Teachers' Edition are 
given at the beginning of each lesson, so that the teacher may see 
at a glance at what stage of the children's progress the lesson-work 
should be required of her pupils. It will be observed that the 
Pupils' Edition is not designed to be taken up until the first nine 
numbers have been mastered. The Pupils' Edition is indispensable 
to the teacher in the matter of saving time, and indispensable to 
the pupil for systematic practice work. 



TESTIMONIALS. 



James MacAlister, Supt. of 
Schools, Philadelphia, Pa. : I may say 
that these books are in exact accord 
with the methods of teaching primary 
arithmetic now required in the Phila- 
delphia schools. 

H. S. Tarbell, Supt. of Schools, 
Providence, R.I. : It is admirable in plan 
and thoroughly worked out in its details. 
It deserves an immense success. 



S. T. Button, Supt. of Pub. Schools, 
New Haven, Ct.: We have recently 
placed First Steps in Number in the 
hands of all our primary teachers, and 
it is proving a most valuable aid to 
their work. 

O. T. Bright, Prin. Douglas School, 
Chicago, III. : It is unique. There is 
no other book of the kind to be com- 
pared with it. 



156 



MA THE MA TICS. 



A. P. Stone, Supt. of Schools, 
Springfield, Ma <ts. : The First Steps in 
Number is admirably well calculated 
for much thorough teaching. 

Walter S. Parker, Prin. of 
Bennett School, Boston : I have care- 
fully examined them, and pronounce 
them the very best books I have yet 
seen on number in the lower grades. 
Our teachers are all delighted, and in- 
tend to buy copies at once. 

E, B. Young 1 , Prin. Prince School, 

Boston : The primary arithmetics please 
us all very much. It would be hard to 
imagine a teacher failing with such 
assistance at hand. 

W. M. Crow, Supt. of Schools, Gal- 
veston, Tex. : The Teachers' Edition 
is superior to any other work of simi- 
lar design that I have seen. The form 
and grading of examples will furnish 
an invaluable aid to the progressive 
teacher. If intelligently used, this work 
will do much to improve the system of 
number- teaching in the elementary 
schools of our country. (Jan. 9, 1886.) 

C. C. Rounds, Prin. Slate Normal 
School, Plymouth, N.H. : These Arith- 
metics embody the results of long ex- 
perience in teaching. They abound 
in suggestions as to selection and 
treatment of matter, and are eminently 
adapted to aid teachers in their work. 

Edward Conant, Prin. State Nor- 
mal School, Randolph, Vt. : The books 
please me, and I have placed them, 
with commendations, in the hands of 
my teacher of arithmetic. 

Royal E. Gould, Supt. of Schools, 
Biddeford, Me. : I think they are the 
best books in number that I have ever 
seen. 

Wni. E. Buck, Supt. of Schools, 
Manchester, N.H. ; The work will 



prove very helpful to many seeking to 
attain the best results by most approved 
means, and all will be stimulated anew 
by the ingenuity manifested in devising 
variety of interesting problems for drill- 
work. 

O. B. Bruce, Supt. of Schools, Lynn, 
Mass.: The authors have produced 
something to economize energy and 
utilize method on the part of teachers, 
and to awaken thought, induce expres- 
sion, and promote facility on the part 
of pupils. 

The work is full of fresh matter, suf- 
ficiently extensive, of novel and inter- 
esting exercises, of suggestive forms 
for drill, of simple and graded methods, 
and of practical applications. 

Primary teachers, especially " young 
beginners," will find it a valuable aid 
in developing value and relations in 
elementary number. It is one of the 
few best books for teaching primary 
arithmetic. (Jan. 14, 1886.) 

J. H. Davis, Supt. of Schools, Som- 
erville, Mass. : I think it is admirable 
as a guide to teaching, and will meet 
a want which teachers of primary 
schools have long realized. I hope to 
see them in the hands of all teachers of 
our primary schools. {Jan. 5, 18S6.) 

E. H. Davis, Supt. of Schools, 
Chelsea, Mass. : It is sound in princi- 
ple, exercising the reason before slates, 
and, in my judgment, is the most per- 
fect text-book of its kind as yet pub- 
lished. It stands well the test of the 
school-room, which is the best proof of 
any text-book. (Dec. 24, 1885.) 

G. I. Aldrich, Supt. of Schools, 
Quincy, Mass. : As a manual for teach- 
ers that part of the work designed for 
them will be found very helpful. The 
pupils' edition contains a very large 
amount of work, excellent in variety 
and arrangement. Modern methods 



MA THEM A TICS. 



157 



of primary work have necessitated a 
very constant reference to the black- 
board on the part of pupils. As a re- 
lief to both teachers and pupils, we 
shall be glad to use these books in 
Quincy. {Dec. 31, 1885.) 

J. W. Patterson, State Supt. of 
Pub. Instr., New Hampshire : It seems 
to me that the theory upon which these 
books are based is correct, and the 
work has been executed with great skill 
and industry. They cannot fail, I 
think, to lay a securer foundation for 
future mathematical work than has 
heretofore been laid in our public 
schools. 

W. L. Bishop, Supt. of Schools, 
Norwich, Ct. : We have used it for the 
last two months with the most lively 
satisfaction. It presents the teacher 
with a complete plan for the develop- 
ment of numbers, suggests excellent 
methods of drill, and gives numerous 
valuable hints with regard to the origi- 
nal " stories " pupils may be induced to 
make. 

Thos. M. Balliet, Supt. of Schools, 
Reading, Pa. : We have made it the 
basis of number-work in our primary 
schools, and are delighted with the 
results. It is by far the best manual on 
primary arithmetic for teachers that I 
have yet seen. {Jan. 5, 1886.) 

H. R. Roth, Supt. of Schools, Mead- 
ville, Pa. : Our primary teachers are 
delighted with it. We have practically 
adopted it as a guide for our first two 
years' work, and the teachers would 
thank you for the great service you 
have rendered them in its publication. 

C. F. Dry, Supt. Model School, Key- 
stone State Nor. Sch., Kutztown, Pa.: 
I must say that it is by far the best 
book on this subject known to me. 
With such a book a teacher cannot fail 
to teach number successfully. 



J. N. Smith, Prin. of Sixth Ward 
School, Allegheny City, Pa.: We like 
the books very much. They are just 
suited to our grade. 

S. C. Farrar, Prin. of Irwin Ave. 
School, Allegheny City, Pa : The gra- 
dation, variety of problems, and methods 
of presenting the subject, meet my 
views almost completely. 

T. J. Mitchell, Supt. of Schools, 
Charlotte, N. C. : The plain, simple 
definitions and well-graded problems 
of the Grammar School Arithmetic, and 
the law of dependence which has been 
so carefully followed in the First Steps 
in Number, will make the books wel- 
come to all wide-awake teachers. 

W. F. Slaton, Supt. of Schools, At- 
lanta, Ga. : I have examined it with 
care from preface to finis and am 
pleased with it. 

Elias Fraunfelter, Superintendent 
of Schools, Akron, 0. : This Primary 
Arithmetic is a perfect gem. It meets my 
idea of primary number-work exactly. 

L. H. Jones, Supt. of Schools, Indi- 
anapolis, Iud. : I especially like the 
freshness and suggestiveness of the 
Teachers' Edition of the Primary Arith- 
metic. 

A. D. Wharton, Prin. of High and 
Home Schools, Nashville, Tenn. : So 
far the teachers are very much pleased 
with them. The freshness, the crisp- 
ness of examples and illustrations are 
like lettuce in the spring-time. 

I. N. Mitchell, Supt. of Schools, 
Grand Rapids, Mich. : I regard it as 
the best primary arithmetic that I have 
ever seen ; an inspiration to a good 
teacher, and an invaluable aid to a poor 
one. 

F. B. Gault, Supt. of Schools, So. 
Pueblo, Colo. : I pronounce it the best 
manual of the sort extant. 



158 MA THEMA TICS. 



A Grammar School Arithmetic. 

By G. A. Wentworth, A.M. i2mo. Half morocco, xii+372 pp. 
Mailing price, 85 cents; Introduction price, 75 cents; Allowance for 
old book, 30 cents. Answers, bound separately, free on teachers' order. 

This book is intended to follow the Primary Arithmetic, making 
with that a two-book series for common schools. It is designed to 
give pupils of the grammar-school age an intelligent knowledge of 
the subject and a moderate power of independent thought. 

Whether arithmetic is studied for mental discipline or for practi- 
cal mastery over the e very-day problems of common life, mechani- 
cal processes and routine methods are of no value. 

Pupils can be trained to logical habits of mind and stimulated to 
a high degree of intellectual energy by solving problems adapted to 
their capacities. They become practical arithmeticians, not by 
learning special business forms, but by founding their knowledge on 
reasoning which they comprehend, and by being so thoroughly exer- 
cised in logical analysis that they are independent of arbitrary rules. 

The Arithmetic contains a great number of oral and written 
problems, well-graded and progressive, made up for youths from 
ten to fourteen years of age. Definitions and explanations are made 
as brief and simple as possible. The definitions are to be simply 
discussed by teacher and pupils, not committed to memory. 

In short, the chief object in view will be gained if pupils are 
trained to solve the problems by neat and intelligent methods, and 
are kept free from set rules and formulas. 

A great many number-problems are given in the first pages of the 
book, so that the necessary facility and accuracy in computing under 
the four fundamental rules may be acquired, as want of accuracy and 
rapidity in mere calculations distracts the attention which should be 
given to investigation and correct statement of clothed exercises. 

The last three chapters are a short chapter on the Metric System, 
a chapter on Mensuration, and a chapter of Miscellaneous Problems. 
The Metric System is treated here because the great majority of 
grammar-school pupils have no time for it, while those who have 
can as well learn the system at this stage of their progress as earlier. 
The chapter on Mensuration is suited to the ability of beginners. 
The intention is not to give a system of Geometry, but to render 
familiar those notions of Geometry required for practical purposes. 



MA THEM A TICS. * 159 



A Practical Arithmetic. 

By G. A. Wentworth, Professor of Mathematics, Phillips Exeter 
Academy, and Dr. Thomas Hill, Portland, Me. Answers bound sep- 
arately, and furnished without extra charge. i2mo. Roan back. 
367 pages. Answers, 58 pages. Mailing price, $1.10; Introduction, 
$ 1. 00; Allowance, 30 cts.; Answers free, on teachers' order. 

This book is intended for high and normal schools and acade- 
mies. It assumes that the pupil has some knowledge of the simple 
processes of Arithmetic, and aims to develop his power over prac- 
tical questions as well as to increase his facility in computing. The 
shortest road to a thorough acquaintance with the principles of 
Arithmetic is by solving problems; not by memorizing rules, or 
solving propositions. Hence stereotype methods and set rules are 
avoided. Such problems are selected as are calculated to interest 
the pupil and lead him to independent thought and discovery. The 
problems cover a wide range of subjects, and are particularly adapted 
to general mental discipline, to preparation for higher studies, 
mechanical work, business or professional life. 

Decimal fractions are introduced at an early stage, and abundant 
practice in operations with them is given by means of the metric 
system. The chapter on the metric system may be omitted without 
affecting the unity of the book ; but teachers, even if opposed to the 
substitution of the metric for the ordinary measures, can use this 
chapter to great advantage as a drill in the decimal system. Ex- 
perience has shown that the best preparation for learning common 
fractions and the common measures is a thorough familiarity with 
decimals. 

Percentage, in its various applications, is fully explained, and is 
illustrated by many examples, so that the pupil will understand the 
principles involved, and work intelligently in after life, whether he 
is required to compute interest, average accounts, etc., directly, or 
by means of interest tables. 

The nature and use of logarithms are briefly treated, and a four- 
place table of the logarithms of numbers from 1 to 1,000 is given. 

Same. Abridged Edition. For Grammar Schools. 288 pp. 
{including Answers). Mailing price, $1.00; for Introduction, 75 
cents; Allowance, 30 cents. 



160 MA THEM A TICS. 



Wentworth's Shorter Course in Algebra . 

By George A. Wentworth. Half morocco. 290 pp. Mailing price, 

$1 .00; Introd., 90 cts. ; Allowance, 40 cts. Answers bound in the book. 

Prepared on the same plan as the Elements of Algebra described 

below, and marked by the same excellences, but easier, and expressly 

designed for schools that can give but a limited time to the subject. 

Wentworth's Elements of Algebra. 

By George A. Wentworth, Professor of Mathematics, Phillips Exeter 
Academy, and author of Geometry, Trigonometry, etc. Half 
morocco. 350 pages. Mailing Price, $1.25; Introduction, $1.12; 
Allowance, 40 cts. Answers sent only on teacher's order. 

This book is designed for high schools and academies, and con- 
tains an ample amount for admission to any college. 

The single aim in writing this volume has been to make an 
Algebra which the beginner would read with increasing interest, 
intelligence, and power. The fact has been kept constantly in mind 
that, to accomplish this object, the several parts must be presented 
so distinctly that the pupil will be led to feel that he is mastering 
the subject. Originality in a text-book of this kind is not to be 
expected or desired, and any claim to usefulness must be based 
upon the method of treatment and upon the number and character 
of the examples. About four thousand examples have been se- 
lected, arranged, and tested in the recitation-room, and any found 
too difficult have been excluded from the book. The idea has been 
to furnish a great number of examples for practice, but to exclude 
complicated problems that consume time and energy to little or no 
purpose. 

In expressing the definitions, particular regard has been paid to 
brevity and perspicuity. The rules have been deduced from pro- 
cesses immediately preceding, and have been written, not to be 
committed to memory, out to furnish aids to the student in framing 
for himself intelligent statements of his methods. Each principle 
has been fully illustrated, and a sufficient number of problems has 
been given to fix it firmly in the pupil's mind before he proceeds to 
another. Many examples have been worked out in order to exhibit 
the best methods of dealing with different classes of problems and 
the best arrangement of the work ; and such aid has been given in 



MA THEM A TICS. 161 



the statement of problems as experience has shown to be necessary 
for the attainment of the best results. General demonstrations 
have been avoided whenever a particular illustration would serve 
the purpose, and the application of the principle to similar cases 
was obvious. The reason for this course is, that the pupil must 
become familiar with the separate steps from particular examples, 
before he is able to follow them in a general demonstration, and to 
understand their logical connection. 

Wentworth's Complete Algebra . 

Includes the subjects usually taught in Colleges. Half morocco. 525 
pages. Mailing Price, $ 1.55; Introduction, $ 1.40; Allowance, 40 cts. 
Answers sent only on teacher's order. 

This work is the continuation of the author's Elementary Algebra 
(described on the preceding page), and contains about 150 pages 
more than that. The additions are chapters on Chance, Interest 
Formulas, Continued Fractions, Theory of Limits, Indeterminate 
Coefficients, the Exponential Theorem, the Differential Method, the 
Theory of Numbers, Imaginary Numbers, Loci of Equations, Equa- 
tions in General, Higher Numerical Equations. 

Wentworth & McLel/an's University Algebra . 

[In preparation. 

Wentworth's Plane Geometry. 

By George A. Wentworth, Teacher of Mathematics, Phillips Exeter 
Academy, N.H. i2mo. 250 pages. Mailing Price, 85 cts.; Intro- 
duction, 75 cts. ; Allowance for old book, 25 cts. 

Wentworth's Plane and Solid Geometry. 

By George A. Wentworth, Phillips Academy, Exeter, N.H. 24mo. 
Half morocco. 400pages. Mailing Price, $1.40; Introduction, $1.25 ; 
Allowance for old book, 40 cts. 

This work is based upon the assumption that Geometry is a 
branch of practical logic, the object of which is to detect, and state 
precisely, the successive steps from premise to conclusion. 

In each proposition, a concise statement of what is given is 
printed in one kind of type, of what is required in another, and the 
demonstration in still another. The reason for each step is indi- 



162 MA THEM A TICS. 



cated in small type, between that step and the one following, thus 
preventing the necessity of interrupting the process of demonstra- 
tion by referring to a previous proposition. The number of the 
section, however, on which the reason depends, is placed at the 
side of the page ; and the pupil should be prepared, when called 
upon, to give the proof of each reason. 

A limited use has been made of symbols, wherein symbols stand 
for words, and not for operations. 

Great pains have been taken to make the page attractive. The 
propositions have been so arranged that in no case is it necessary 
to turn the page in reading a demonstration. 

A large experience in the class-room convinces the author that, 
if the teacher will rigidly insist upon the logical form adopted in 
this work, the pupil will avoid the discouraging difficulties which 
usually beset the beginner in geometry ; that he will rapidly develop 
his reasoning faculty, acquire facility in simple and accurate expres- 
sion, and lay a foundation of geometrical knowledge which will be 
the more solid and enduring from the fact that it will not rest upon 
an effort of the memory simply. 

Wentworth's Plane and Solid Geometry, and 

Plane Trigonometry. Cloth. i2mo. 490 pages. Mailing Price, #1.55; 
Introduction, $1.40; Allowance for old book, 40 cts. 

Wentworth's Plane Trigonometry. 

Paper. i2mo. 80 pages. Mailing Price, 35 cts.: Introduction, 30 cts. 

Wentworth's Plane Trigonometry Formulas. 

Two charts (30 X 40 inches each) for hanging on the walls of the class- 
room. Introduction Price, $1.00 per set. 

Wentworth's Plane Trigonometry and Logarithms . 

Paper. 8vo. 160 pages. Mailing Price, 65 cts. ; Introduction, 60 cts. 

Wentworth's Plane and Spherical Trigonometry, 

and Surveying. With Tables. Cloth. 8vo. 307 pages. Mailing 
Price, #1.40; Introduction, #1.25; Allowance for old book, 40 cts. 



MA THE MA TICS. 163 



Wentworth's Plane and Spherical Trigonometry, 

Surveying, and Navigation. Cloth. i2mo. 330 pages. Mailing 
Price, #1.25; Introduction, $1.12; Allowance for old book, 40 cts. 

As this work is intended for beginners, an effort has been made 
to develop the subject in the most simple and natural way. 

In the first chapter, the functions of an acute angle are denned 
as ratios, and the fundamental relations of the functions are estab- 
lished and illustrated by numerous examples. It is afterwards 
shown how the numerical values of the ratios may be represented 
by lines, and the simpler line values are employed in studying the 
changes of the functions as the angle changes. 

In the second chapter the right triangle is solved, and many 
problems are given in order that the student may at the outset per- 
ceive the practical utility of Trigonometry, and acquire skill in the 
use of logarithms. 

In the third chapter the definitions of the functions are extended 
to all angles, and the necessary propositions are established by sim- 
ple proofs. 

In the fourth chapter the oblique triangle is solved, and a collec- 
tion of miscellaneous examples is added. 

The fifth chapter treats of the right spherical triangle. 

The sixth chapter treats of the oblique spherical triangle. 

The seventh chapter contains many interesting problems in 
Geometry and Astronomy, to be solved by applying the principles 
and formulas of Spherical Trigonometry. 

The object of the work on Surveying and Navigation is to 
present these subjects in a clear and intelligible way, according to 
the best methods in actual use ; and also to present them in so small 
a compass, that students in general may find the time to acquire a 
competent knowledge of these very interesting and important studies. 

The answers to the problems in Trigonometry, Surveying, and 
Navigation, are printed at the end of the separate parts. 

Wentworth & Hill's Five-Place Logarithmic and 

Trigonometric Tables. (Seven Tables.) Cloth. 8vo. 79 pages. 
Mailing Price, 55 cts.; Introduction, 50 cts. 

These seven tables are sufficient for solving problems in Trigo- 
nometry and Surveying. 



164 MA THEM A TICS. 



VJpMworth & Hill's Five-Place Logarithmic and 

Trigonometric Tables. (Complete Edition.) Cloth. 8vo. 158 pages. 
Mailing Price, $1.10; Introduction, $1.00. 

These Tables have been prepared mainly from Gauss's Tables, 
and are designed for the use of schools and colleges. 

This complete edition contains eighteen tables, all that are 
required for solving problems in Trigonometry, Surveying, and 
Navigation. 

The tables are preceded by an introduction, in which the nature 
and use of logarithms are explained, and all necessary instruction 
given for using the tables. 

They are printed in large type with very open spacing. Com- 
pactness, simple arrangement, and figures large enough not to strain 
the eyes, are secured by excluding proportional parts from the tables. 
These are considerations of the very highest importance, and it is 
doubtful whether the printing of proportional parts has any advan- 
tage for the purposes of instruction where the main object is to 
inculcate principles. Experience shows that beginners without the 
aid of proportional parts learn in a very short time to interpolate 
with great rapidity and accuracy. 

Wentworth & Hill's Exercises in Geometry. 

i2mo. Cloth. 255 pages. Mailing Price, 80 cts.; Introduction Price, 
70 cts. 

The exercises consist of a great number of easy problems for 
beginners, and enough harder ones for more advanced pupils. 
The problems of each section are carefully graded, and some 
of the more difficult sections can be omitted without destroying 
the unity of the work. The book can be used in connection with 
any text-book on Geometry as soon as the geometrical processes 
of reasoning are well understood. 

The only true test of wisely-directed mathematical training is 
the power which the pupil has acquired over original problems ; 
and these exercises are designed to enable students to gain the 
mastery over problems in Geometry as readily as they do over 
problems in Algebra, and in the same way, — by solving them. 



MA THEM A TICS. 165 



Wentworth & Hill's Exercises in Algebra. 

I. Exercise Manual. i2mo. Boards. 232 pages. Mailing price, 

40 cts. ; Introduction price, 35 cts. — II. Examination Manual. 121110, 

Boards. 159 pages. Mailing price, 40 cts.; Introduction price, 35 cts. 

Both in one volume, 70 cts. Answers to both parts together, 25 cts. 

The first part (^Exercise Manual) contains about 4500 problems 

c/assified and arranged according to the usual order of text-books 

in Algebra ; and the second part (Examination Manual) contains 

nearly 300 examination-papers, progressive in character, and well 

adapted to cultivate skill and rapidity in solving problems. 

Wentworth & Hill's Exercises in Arithmetic. 

I. Exercise Manual. II. Examination Manual. i2mo. Boards. 
148 pages. Mailing price, 40 cts.; Introduction price, 35 cts. Both in 
one volume, 70 cts. Answers to both parts together, 25 cts. 

The first part (Exercise Manual) contains problems for daily 

practice, classified and arranged in the common order; and the 

second part (Examination Manual) contains 300 examination-papers, 

progressive in character. The second part has already been issued r 

and the first part will be ready in August, 1886. 

Analytic Geometry. 

By G. A. Wentworth. i2mo. Half morocco. 000 pp. Mailing 
price, $0.00; for Introduction, 

The aim of this work is to present the elementary parts of the 
subject in the best form for class-room use. 

The connection between a locus and its equation is made perfectly 
clear in the opening chapter. 

The exercises are well graded and designed to secure the best 
mental training. 

By adding a supplement to each chapter provision is made for a 
shorter or more extended course, as the time given to the subject 
will permit. 

The book is divided into chapters as follows : — 
Chapter I. Loci and their Equations. 
" II. The Straight Line. 

III. The Circle. 
" IV. Different Systems of Co-ordinates. 

V. The Parabola. 
VI. The Ellipse. 
VII. The Hyperbola. 
" VIII. The General Equation of the Second Degree. 



